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dc.contributor.authorInoue, Chihiro
dc.contributor.authorLam, Daniel M. K.
dc.date.accessioned2021-11-25T11:35:29Z
dc.date.available2021-11-25T11:35:29Z
dc.date.issued2021-06-21
dc.identifier.citationEducational 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 .en_US
dc.identifier.doi10.1002/ets2.12322
dc.identifier.urihttp://hdl.handle.net/10547/625253
dc.description.abstractThis 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.en_US
dc.description.sponsorshipTOEFL Committee of Examiners Grant 2017en_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofseriesTOEFL Research Report No. RR-93en_US
dc.relation.urlhttps://onlinelibrary.wiley.com/doi/10.1002/ets2.12322en_US
dc.subjectspeakingen_US
dc.subjectEnglish language assessmenten_US
dc.subjectintegrated tasksen_US
dc.subjectSubject Categories::X162 Teaching English as a Foreign Language (TEFL)en_US
dc.titleThe effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Testen_US
dc.typeTechnical Reporten_US
dc.contributor.departmentEducational Testing Serviceen_US
dc.date.updated2021-11-25T11:32:53Z
dc.description.noteversion attached is copyright Educational Testing Service, since full text not required for report types, have not chased for accepted version RVO 25/11/21


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