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    The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test

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    Authors
    Inoue, Chihiro
    Lam, Daniel M. K.
    Affiliation
    Educational Testing Service
    Issue Date
    2021-06-21
    Subjects
    speaking
    English language assessment
    integrated tasks
    Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
    
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    Abstract
    This study investigated the effects of two different planning time conditions (i.e., operational [20 s] and extended length [90 s]) for the lecture listening-into-speaking tasks of the TOEFL iBT® test for candidates at different proficiency levels. Seventy international students based in universities and language schools in the United Kingdom (35 at a lower level; 35 at a higher level) participated in the study. The effects of different lengths of planning time were examined in terms of (a) the scores given by ETS-certified raters; (b) the quality of the speaking performances characterized by accurately reproduced idea units and the measures of complexity, accuracy, and fluency; and (c) self-reported use of cognitive and metacognitive processes and strategies during listening, planning, and speaking. The results found neither a statistically significant main effect of the length of planning time nor an interaction between planning time and proficiency on the scores or on the quality of the speaking performance. There were several cognitive and metacognitive processes and strategies where significantly more engagement was reported under the extended planning time, which suggests enhanced cognitive validity of the task. However, the increased engagement in planning did not lead to any measurable improvement in the score. Therefore, in the interest of practicality, the results of this study provide justifications for the operational length of planning time for the lecture listening-into-speaking tasks in the speaking section of the TOEFL iBT test.
    Citation
    Educational Testing Service (2021) 'The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test '. Online: Wiley .
    Publisher
    Wiley
    URI
    http://hdl.handle.net/10547/625253
    DOI
    10.1002/ets2.12322
    Additional Links
    https://onlinelibrary.wiley.com/doi/10.1002/ets2.12322
    Type
    Technical Report
    Language
    en
    Series/Report no.
    TOEFL Research Report No. RR-93
    Sponsors
    TOEFL Committee of Examiners Grant 2017
    ae974a485f413a2113503eed53cd6c53
    10.1002/ets2.12322
    Scopus Count
    Collections
    English language learning and assessment

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