Oral proficiency

This study investigates characteristics of test-taker performance on IELTS Speaking Part 2 at Levels 5, 6 and 7 focusing on test-takers' strategies for producing comprehensible, high-quality speech with various devices. The features of performance identified in the study were co-referenced with the IELTS Speaking Band Descriptors. The study investigated the features of discourse competence observed in IELTS Speaking Part 2 performance and how the distinctive features of performance correlate to the IELTS Speaking Band Descriptors. Scholars attempted to elaborate the notion of discourse competence as a part of their pursuit for further understanding of communicative competence (eg, Bachman & Palmer 1996; Chalhoub-Deville 2003; Purpura 2008). While there seems to be consensus on the importance of greater understanding of discourse competence as a means of further understanding communicative language ability and L2 proficiency in general, a detailed study of discourse competence appears to have been somewhat neglected (Kormos 2011; Purpura 2008), particularly into speaking performance. Discourse competence is one of the four categories identified in the IELTS Speaking Band Descriptor. In order to fill this gap, the current study undertook detailed examination of test-taker oral discourse at three proficiency levels. The transcribed 58 speech samples (18-20 examples at each level) of IELTS Speaking Part 2 were analysed both quantitatively and qualitatively. The features of discourse competence analysed in the current study included both cohesive devices (use of reference, ellipsis and substitution, lexical cohesion, conjunctions) and coherence devices (ie, text generic structure and theme-rheme development). The in-depth analysis revealed that some features of discourse (eg, use of a wider range of conjunctions, more accurate use of referential expressions) were more distinctively observed in the higher-level test-taker performance than the lower level test-takers, but other features (eg, ellipsis and substitution, use of reference) were not clearly distinguished across the levels. These findings contribute to further understanding of the nature of oral proficiency; they also supplement IELTS Speaking Band Descriptors with features of test-taker discourse empirically identified in the test-taker performances. Furthermore, the results will inform language teachers of characteristics of oral proficiency to be targeted in L2 instruction. Full text available at: https://www.ielts.org/teaching-and-research/research-reports/online-series-2015-5

The present study examined the role of anxiety in Oral proficiency of English learners
in 2° G of Bachillerato at Fomento Fundación in Madrid. A total of 36 students
participated in this study. An adaptation of the Anxiety Scale in a Classroom of Foreign
Language Classes (FLCAS) was used as the main instrument for measuring anxiety
levels. To obtain the qualitative data, a semi- structured interview was used, in order to
collect further data from students’ perspective . The results showed that students
presented a general level of anxiety in a low measure, and the variable “preparation in
advance” was the one that most influenced the increase of apprehension in the oral
production of the students.
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The present study attempted to investigate the effect of dramatization as a classroom activity in teaching English skills on Iranian EFL learner's oral proficiency. The questions which this study tried to answer were 1) whether dramatization in teaching English skills might enhance Iranian EFL learner's oral proficiency, 2) whether gender has significant effect on Iranian EFL learner's oral proficiency regarding using dramatization in teaching English. To answer these questions, 100 participants were selected randomly from a male/female group of intermediate level students studying in Simin language institute in Chaboksar, Guilan, Iran. First, an OPT test was administered to the students .Then, a total of 60 students were homogeneously selected and divided randomly into two groups of 30, an experimental group and a control group. In order to evaluate the student's oral proficiency, IELTS oral proficiency test was administered to both groups as a pre-test. The experimental group received drama activities as a treatment during ten sessions while the control group received no treatment. Finally, a post-test of oral proficiency was administered to both groups. This test was constructed by the researcher herself and piloted to determine its validity and reliability. The results of the study were computed and analyzed through SPSS (statistical package for social sciences) and it was observed that the Iranian EFL learners in the experimental group received higher scores after being treated with 10 sessions of drama activities. Also, the results indicated that males and females' oral proficiency is the same regarding the implementation of dramatization in English classes.

The study was conducted to understand the language learning anxieties and how these affect students' speaking performance. It also attempted to give clarifications on the conflicting researches on the relationship between language anxiety and oral performance. Data was collected among 150 college freshmen enrolled in a semestral six-unit English course at the University of Mindanao, Panabo Campus. Using the Foreign Language Classroom Anxiety Scales (FLCAS) by Howritz, Howritz, and Cope (1986) and standardized telephone conversation activity test to determine the language anxiety and oral performance of respondents respectively, the researchers found that language anxiety specifically apprehension had an effect on oral performance in pronunciation, grammar, comprehension, fluency, and vocabulary while tension impinged grammar. However, results generally revealed no significant relationship between language learning anxiety and oral performance. It is noteworthy to point out that tension, nervousness, and worry do not affect respondents' oral performance.

The Common European Framework of Reference (CEFR) was empirically derived from experienced teachers' intuitive judgements and although it may seem adequate, assessment theorists argue on the absence of performance data-driven approach in structuring its rating scale. Therefore, the objective of this study was to gauge rating scale functioning of five CEFR oral assessment criteria (overall impression, range, accuracy, fluency and coherence), based on ratings awarded by intermediate ESL learners during self-and peer assessments of their speaking skills. Before learners embarked on awarding ratings to their own performance as well as their peers', they were trained to understand and apply the criteria and the corresponding ratings based on the benchmarked videos provided on the CEFR official website. Findings on rater measurement report suggest that learners were within productive measurement range based on their infit and outfit mean-squares and the reliability of their ratings was reported at 0.91. However, only four out of six rating categories were utilized in all five CEFR oral assessment criteria and this was illustrated through category probability curve for each criterion. The implications of the findings are discussed in view of learner performance and classroom instruction.

In the last decade, there has been a growing body of research that investigates L2 oral proficiency assessment from a micro-analytic perspective paying close attention to the sequential unfolding of these interactions (Kasper & Ross, 2007; Okada, 2010; Galaczi, 2014; Nitta & Nakatsuhara, 2014). Despite the growing number of studies with a micro-analytic perspective on interaction using conversation analysis, more emphasis is needed on detailed analyses of interaction (Sandlund, Sundqvist & Nyroos, 2016). In an attempt to fill this research and practice gap, this study will describe how paired interaction in an oral proficiency assessment setting is carried out at a higher education setting in Turkey. Using conversation analysis, this study investigates the interactional resources that are co-constructed in paired test-talk to maintain progressivity and intersubjectivity when there is a halt in the interaction. Progressivity is preferred in interaction (Stivers & Robinson, 2006), and progressivity is a must in test-talk since test-takers can only be assessed if they speak. In addition to that, maintaining intersubjectivity or achieving shared understanding is a key element in determining interactional competence (Dings, 2007). Likewise, interactional resources are considered as basis for interactional competence (Young, 2011). To this end, this study aims to contribute to our understanding of learner-learner interaction in an assessment setting and bring implications for future practice with the help of the interactional resources that have been revealed in this research. The study draws upon transcriptions of 100 paired test interactions, each of which lasts approximately 4 minutes. The data was collected at a higher education setting in Ankara, Turkey. The interactions are examined line-by-line using conversation analysis. First, the indicators of interactional trouble are identified, and frequency distributions of indicators of interactional trouble are created to provide a better understanding on the interactional trouble indicators occurring in paired test-talk. Second, a variety of interactional resources that have emerged from this study are identified (transitions to a sub-topic following interactional
troubles, formulations of understanding following interactional troubles and collaborative sequences following interactional troubles). The findings show that the deployment of the interactional resources revealed in this study help to maintain progressivity of test talk. The findings also suggest that more collaborative interactional resources help test-takers achieve intersubjectivity in a better way.
In the light of the findings, the study provides insights to the concept of interactional competence for future practices of teaching and testing IC. Instructors, curriculum developers, and test designers can benefit from the results of this study.

This study aimed to determine if using podcast can help students enhance their oral proficiency in terms of pronunciation, intonation, word stress and vowel sounds. The following are the compelling objectives of the study: 1) determine the pre-test scores of the respondents before their podcast exposure in terms of: intonation; pronunciation; vowel sounds; and word stress, 2) find out the post-test scores of the respondents after listening to podcast in terms of: pronunciation; intonation; word stress; and vowel sounds, and 3) assess the scores in oral proficiency assessment. Data were collected from 30 Grade 9 students at San Pedro National High School in which experimental research was utilized. Consequently, percentage score and paired T-test were used to treat the data. Results showed that majority of the students are classified under the novice and intermediate categories in the pre-test assessment in speaking while on the post-test, most students were considered as advanced speakers. This is demonstrated based on the obtained scores in the assessment. Furthermore, the results emphasized that there is a significant difference between the use of podcast and oral proficiency related variables. Podcast listening can aid students remedy their problems in pronunciation, intonation, word stress and vowel sounds. By being exposed with how a certain language is uttered, stressed, and enunciated, students will be able to incorporate it in their speech. Meanwhile, podcast listening can provide enough time for students to practice their skills in speaking on a slower pace. In general, given the availability of podcast technology, and students being digital natives, podcast usage is one of many ways they can improve their speaking ability that is not only educational but also something that is tailored fit to their interests.

There is much common ground between what teachers do in developing learners’ L2 speaking skills and what interpreter trainers do, with the difference that the former group has learners’ high-level proficiency skills as a goal while the latter group sets these as a pre-requisite for training. In addition to the performance of L2 oracy and interactional skills, interpreter training encompasses the teaching of inter-lingual reproduction of others’ speech/signing, presentation and discourse-management skills, and role-based protocols. Following an overview of key terms and concepts, this chapter provides a historical outline of developments that includes the now obsolete debate on whether interpreters should interpret into their L2. Descriptions on interpreting as L2 speaking are given in relation to fluency, prosody, coherence, cohesion, pauses, repair and voice quality. Further, industry-focused standards of performance have been developed for interpreting which set out descriptions of L2 speaking and other abilities. With migration and global mobility increasing, interpreter training has broadened to encompass public service settings alongside conference or high-level diplomatic ones. English as a global lingua franca has led to the following new challenges: source speech from English is often now L2; interpreters’ target speech into English is often now received by English L2 listeners.

This study describes how oral language was assessed in an advanced-level college
foreign language (FL) conversation course. Learners used the American Council on
the Teaching of Foreign Languages Proficiency Guidelines to guide self-analyses of
their oral production at intervals throughout the course. The intent was to provide
opportunities for learners to develop an understanding of what constitutes oral
proficiency, gauge their own progress, and set personal goals. Learners’ self-analysis
narratives suggested they began to notice different aspects of their speech and to better
articulate their abilities and limitations. Broadly speaking, the results suggest that selfassessment
of oral performance guided by the Proficiency Guidelines is an effective
way to increase FL students’ language awareness and self-efficacy. Pedagogical
implications and limitations to this approach are discussed.

A naturalistic experiment was conducted to test the hypothesis that synchronous computer-mediated communication (CMC) can indirectly improve L2 oral proficiency by developing the same cognitive mechanisms underlying spontaneous conversational speech. The theoretical framework guiding this inquiry consists of Levelt's (1989) model of language production augmented by concepts from Working Memory theory. The findings show a significant difference between the experimental and control groups oral proficiency development with participants in the experimental condition (two of four contact hours per week were in a chatroom) scoring higher than participants in the control condition. Implications for language instruction and the second language oral proficiency development for different types of learners are discussed.

This article addresses the importance of helping K-12 pre-service French teachers and university teaching assistants learn to evaluate textbooks, given that they may one day have to select a suitable textbook for their own or for their department's French courses. It proposes the Book Fair as a novel alternative model for the textbook evaluation task of language ' pedagogy courses. The article presents the benefits of adopting a Book Fair model, and how to organize one. It includes the assignment sheet, rubric, and textbook evaluation form, so that other teacher educators can recreate this learner-centered role-play with their own future French teachers.

This study examines the language needs of pr e-service teachers of English for the Language Proficiency Assessment for Teachers (English) (LPATE)). More specifically, the study aims to identify 1) the language needs of pre-service teachers in terms of language difficulty(s) and 2) how different demographic backgrounds of these teachers (e.g. a major in an English language-related subject/ education and the length of stay in an English-speaking country) may affect their perceived areas of language difficulty(s) in English. A total of 124 pre-service teachers who were the participants in a language enhancement course offered by a local university aiming at assisting the pre-service teachers to attain the required level in the language assessment for English participated in a questionnaire survey. This study has identified several areas of difficulty that pre-service teachers have in English language. The findings can shed lights on course design and materials development for the language enhancement courses, may they be provi ded during undergraduate or postgraduate training or continuing professional development. In so doing, teachers can then be effectively assisted to meet the standards of the language assessment.

Proficient can be defined as “performing in a particular art, skill or branch of knowledge with expert correctness and facility. It also passes through the series of training” (Morris, 1978). Omaggio (Omaggio, 1986) also stated that proficiency is a slightly idealized level of competence and performance, attainable by experts through extensive instruction. In addition, Chomsky (Chomsky, 1965) describes further details about the term competence and performance, while the former is referring to knowledge of the system of the language, including grammatical rules, vocabulary, and how linguistics elements can be combined to form acceptable sentences. Meanwhile the latter talks about actual production and comprehension of specific linguistic events.