Part of
Second Language Interaction in Diverse Educational ContextsEdited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 247–268
Edited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 247–268
13. The effectiveness of interactive group orals for placement testing
In task-based language classes, teachers increasingly use interactive, peer-to-peer group orals to measure learners’ communicative competence. This chapter examines the reliability and validity of placing learners into task-based ESL listening and speaking classes based on their performances during task-based, peer-to-peer, group oral interactions. ESL learners (n = 128) took a 30-item, listening and speaking self-assessment exam. The self-assessment scores were used to create groups of three to five learners who carried out two group-oral tasks. The listening test and group-oral test scores were used in a k-cluster analysis to place learners into seven classes. I conclude by suggesting how practitioners can employ interactive, group orals as part of placement testing and how they positively contribute to interactive and task-based learning.
Cited by (11)
Cited by 11 other publications
Choi, YunDeok, Sonca Vo & Gary J. Ockey
2024. Investigation into the factor structure of a local English placement test of oral communication. International Journal of Applied Linguistics 34:1 ► pp. 63 ff. 
Jin, Kuan‐Yu & Thomas Eckes
2024. Measuring the Impact of Peer Interaction in Group Oral Assessments with an Extended Many‐Facet Rasch Model. Journal of Educational Measurement 61:1 ► pp. 47 ff.
Truong, Thi Nhu Ngoc, Arshad Abd Samad & Thi Thanh Phan
2021. Perspectives of Test Examiners of the Localized Speaking Assessment Framework: A Case Study in Vietnam. Pertanika Journal of Social Sciences and Humanities 29:S3
Crawford, William J., Kim McDonough & Nicole Brun‐Mercer
2019. Identifying Linguistic Markers of Collaboration in Second Language Peer Interaction: A Lexico‐grammatical Approach. TESOL Quarterly 53:1 ► pp. 180 ff.
Ma, Wenyue & Paula Winke
2019. Self‐assessment: How reliable is it in assessing oral proficiency over time?. Foreign Language Annals 52:1 ► pp. 66 ff.
Ockey, Gary J. & Nazlinur Gokturk
2019. Standardized Language Proficiency Tests in Higher Education. In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
Ockey, Gary J. & Nazlinur Gokturk
2019. Standardized Language Proficiency Tests in Higher Education. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 377 ff.
Ockey, Gary J., Lin Gu & Madeleine Keehner
2017. Web-Based Virtual Environments for Facilitating Assessment of L2 Oral Communication Ability. Language Assessment Quarterly 14:4 ► pp. 346 ff.
Ahmadi, Alireza & Elham Sadeghi
2016. Assessing English Language Learners’ Oral Performance: A Comparison of Monologue, Interview, and Group Oral Test. Language Assessment Quarterly 13:4 ► pp. 341 ff.
Loewen, Shawn & Luke Plonsky
2016. An A–Z of Applied Linguistics Research Methods. In An A–Z of Applied Linguistics Research Methods, ► pp. 1 ff.
Winke, Paula
2014. Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class. In Technology-mediated TBLT [Task-Based Language Teaching, 6], ► pp. 263 ff.
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