This paper reports a case study of the nature and extent of progress in speaking skills made by a group of upper intermediate instructed learners, and also assessors’ perceptions of that progress. Initial and final interview data were analysed using several measures of Grammatical and Lexical Complexity, Language Accuracy and Fluency. These interview excerpts were also rated by four International English Language Testing System (IELTS) test assessors. Results concerning performance changes and the relationship between objective measures and the assessors’ ratings are reported.The results suggest that all subjects improved with regard to one or more of the four performance features examined, though gains on subjective ratings were mostly low. Certain objective indices appeared sensitive to short-term gains and differences in adjacent proficiency bands. These indices included three general Complexity metrics, a general and specific Accuracy measure, and three temporal Fluency measures. Implications for oral rating are discussed.
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2 ► pp. 213 ff.
2016. Voice blogging and L2 speaking performance. Computer Assisted Language Learning 29:5 ► pp. 968 ff.
Huang, Yunlong, Juan Wu, Meng Li & Yang Yang
2022. The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study. Assessing Writing 52 ► pp. 100622 ff.
HWANG, HAERIM, HYEYOUNG JUNG & HYUNWOO KIM
2020. Effects of Written Versus Spoken Production Modalities on Syntactic Complexity Measures in Beginning‐Level Child EFL Learners. The Modern Language Journal 104:1 ► pp. 267 ff.
Li, Cha & Lawrence Jun Zhang
2023. The Development of Accuracy and Fluency in Second Language (L2) Speaking Related to Self-Efficacy Through Online Scaffolding: A Latent Growth Curve Modeling Analysis. Journal of Psycholinguistic Research
Lintunen, Pekka & Mari Mäkilä
2014. Measuring Syntactic Complexity in Spoken and Written Learner Language: Comparing the Incomparable?. Research in Language 12:4 ► pp. 377 ff.
LUNDELL, FANNY FORSBERG, INGE BARTNING, HUGUES ENGEL, ANNA GUDMUNDSON, VICTORINE HANCOCK & CHRISTINA LINDQVIST
2014. Beyond advanced stages in high-level spoken L2 French. Journal of French Language Studies 24:2 ► pp. 255 ff.
Mostafa, Tamanna, Scott A. Crossley & YouJin Kim
2021. Predictors of English as second language learners’ oral proficiency development in a classroom context. International Journal of Applied Linguistics 31:3 ► pp. 526 ff.
Palfreyman, David M. & Suha Karaki
2019. Lexical sophistication across languages: a preliminary study of undergraduate writing in Arabic (L1) and English (L2). International Journal of Bilingual Education and Bilingualism 22:8 ► pp. 992 ff.
2022. Reflecting on task-based language teaching from an Instructed SLA perspective. Language Teaching 55:1 ► pp. 74 ff.
Vandommele, Goedele, Koen Van Gorp, Kris Van den Branden & Sven De Maeyer
2022. Assessing the Development of L2 Speaking Skills in Inside-School and Outside-School Settings Through Growth Modelling. Applied Linguistics 43:6 ► pp. 1094 ff.
Vercellotti, Mary Lou
2019. Finding variation: assessing the development of syntactic complexity in ESL Speech. International Journal of Applied Linguistics 29:2 ► pp. 233 ff.
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