2.50
Hdl Handle:
http://hdl.handle.net/10547/338016
Title:
A multifaceted approach to investigating pre-task planning effects on paired oral test performance
Authors:
Nitta, Ryo; Nakatsuhara, Fumiyo
Abstract:
Despite the growing popularity of paired format speaking assessments, the effects of pre-task planning time on performance in these formats are not yet well understood. For example, some studies have revealed the benefits of planning but others have not. Using a multifaceted approach including analysis of the process of speaking performance, the aim of this paper is to investigate the effect of pre-task planning in a paired format. Data were collected from 32 students who carried out two decision-making tasks in pairs, under planned and unplanned conditions. The study used analyses of rating scores, discourse analytic measures, and conversation analysis (CA) of test-taker discourse to gain insight into co-constructing processes. A post-test questionnaire was also administered to understand the participants’ perceptions toward planned and unplanned interactions. The results from rating scores and discourse analytic measures revealed that planning had limited effect on performance, and analysis of the questionnaires did not indicate clear differences between the two conditions. CA, however, identified the possibility of a contrastive mode of discourse under the two planning conditions, raising concerns that planning might actually deprive test-takers of the chance to demonstrate their abilities to interact collaboratively.
Affiliation:
Nagoya Gakuin University; University of Bedfordshire
Citation:
Nitta, R. and Nakatsuhara, F. (2014) 'A multifaceted approach to investigating pre-task planning effects on paired oral test performance' Language Testing. 31 (2) pp147-175
Publisher:
SAGE
Journal:
Language Testing
Issue Date:
Jan-2014
URI:
http://hdl.handle.net/10547/338016
DOI:
10.1177/0265532213514401
Additional Links:
http://ltj.sagepub.com/cgi/doi/10.1177/0265532213514401
Type:
Article
Language:
en
ISSN:
0265-5322; 1477-0946
Sponsors:
This study was supported by the Ministry of Education, Culture, Sports, Science and Technology, Japan [grant no. 21720207]
Appears in Collections:
CRELLA Centre for Research in English Language Learning and Assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorNitta, Ryoen
dc.contributor.authorNakatsuhara, Fumiyoen
dc.date.accessioned2015-01-12T12:06:54Z-
dc.date.available2015-01-12T12:06:54Z-
dc.date.issued2014-01-
dc.identifier.citationNitta, R. and Nakatsuhara, F. (2014) 'A multifaceted approach to investigating pre-task planning effects on paired oral test performance' Language Testing. 31 (2) pp147-175en
dc.identifier.issn0265-5322-
dc.identifier.issn1477-0946-
dc.identifier.doi10.1177/0265532213514401-
dc.identifier.urihttp://hdl.handle.net/10547/338016-
dc.description.abstractDespite the growing popularity of paired format speaking assessments, the effects of pre-task planning time on performance in these formats are not yet well understood. For example, some studies have revealed the benefits of planning but others have not. Using a multifaceted approach including analysis of the process of speaking performance, the aim of this paper is to investigate the effect of pre-task planning in a paired format. Data were collected from 32 students who carried out two decision-making tasks in pairs, under planned and unplanned conditions. The study used analyses of rating scores, discourse analytic measures, and conversation analysis (CA) of test-taker discourse to gain insight into co-constructing processes. A post-test questionnaire was also administered to understand the participants’ perceptions toward planned and unplanned interactions. The results from rating scores and discourse analytic measures revealed that planning had limited effect on performance, and analysis of the questionnaires did not indicate clear differences between the two conditions. CA, however, identified the possibility of a contrastive mode of discourse under the two planning conditions, raising concerns that planning might actually deprive test-takers of the chance to demonstrate their abilities to interact collaboratively.en
dc.description.sponsorshipThis study was supported by the Ministry of Education, Culture, Sports, Science and Technology, Japan [grant no. 21720207]en
dc.language.isoenen
dc.publisherSAGEen
dc.relation.urlhttp://ltj.sagepub.com/cgi/doi/10.1177/0265532213514401en
dc.rightsArchived with thanks to Language Testingen
dc.subjectco-constructionen
dc.subjectconversation analysisen
dc.subjectinteractional competenceen
dc.subjectpaired oral testsen
dc.subjectpre-task planningen
dc.subjecttask-based language teachingen
dc.subjectspeaking assessmenten
dc.subjectspeakingen
dc.titleA multifaceted approach to investigating pre-task planning effects on paired oral test performanceen
dc.typeArticleen
dc.contributor.departmentNagoya Gakuin Universityen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalLanguage Testingen
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