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Assessing Interactional Competence of Advanced-Level Korean EFL Students Through L2 Paired Discussion Tasks : 2인 영어 토론 과제를 활용한 영어 능력 수준 상위권 한국 학생들의 상호작용 능력 평가 연구
DC Field | Value | Language |
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dc.contributor.advisor | 이용원 | - |
dc.contributor.author | 박희민 | - |
dc.date.accessioned | 2017-10-31T08:29:25Z | - |
dc.date.available | 2017-10-31T08:29:25Z | - |
dc.date.issued | 2017-08 | - |
dc.identifier.other | 000000145900 | - |
dc.identifier.uri | https://hdl.handle.net/10371/138040 | - |
dc.description | 학위논문 (석사)-- 서울대학교 대학원 인문대학 영어영문학과, 2017. 8. 이용원. | - |
dc.description.abstract | In recent years, interaction-based speaking tests, including paired and group oral tests, have been considered as viable formats of second language (L2) speaking assessment. A promising aspect of such tests is that they can provide authentic and real conversation-like tasks for test takers to participate in, enable us to investigate L2 learners interactional competence as one crucial dimension of L2 speaking proficiency, and thereby increase the validity of speaking scores obtained from such tests. This promising characteristics of paired speaking tests has led to a number of research studies exploring the nature of interactional competence both theoretically and empirically as administering actual interaction-based tests in varying formats and contexts. However, little research studies have been conducted on the characteristics of interactive tasks and raters including rating scales they use which highly affect the quality of test takers speech performance and their ratings as the core variables in the context of speaking assessments. In response to this need for research, this study aims to investigate the feasibility of using paired discussion tasks to assess interactional competence and an existing scoring rubric for the construct in the Korean EFL context through both quantitative and qualitative methodologies.
For this study, two paired discussion tasks were prepared and administered to 40 Korean EFL students at an advanced level of English proficiency. A total of 20 pairs of interlocutors were created and each pair completed two of the same discussion tasks. The elicited samples were rated first by two native English speaking raters on the dimension of the interlocutors interactional competence and then by two EFL trained raters on their general speaking proficiency. The elicited speech samples were also analyzed in terms of the types of interactional features operationalized during the test tasks and how raters perceived the features for assessing interlocutors interaction. Along with the patterns of salient interaction-related features in the test takers spoken responses, the reliability and validity of the obtained speaking scores were also examined. In addition, to investigate the raters perception of the tasks and scoring rubrics used for this study, their comments were collected and analyzed. The results of the study suggest that the paired discussion tasks not only achieved the acceptable levels of inter rater reliability but also elicited a variety of interactional features from the interlocutors. First, a total of 18 interactional features were identified through the discussion tasks, each of which appeared with different frequencies in this study. This result has provided some validity evidence supporting the use of paired discussion tasks to elicit interaction-based speech performance. Second, the qualitative analysis of the interlocutors response based on the raters comments has demonstrated that in-depth investigation of interactional features in conjunction with task characteristics may be useful and effective. For example, considering the characteristics of discussion tasks, the raters focused on how the topics were appropriately developed during the interaction for the given tasks, enabling the raters to make sophisticated identification of interactional competence. In this regard, clear limitations of the existing rating scale for interactional competence were exposed since the descriptors of the used rating scale did not fully reflect the actual speech performance. In addition, raters feedback on the rating scale revealed that making consistent and valid judgments was difficult for them due to the limited levels of interaction patterns and task completion status. Some implications and future research directions seem to arise from the major findings of this study. First, the current study empirically examined not only the reliability and validity of scores from paired discussion tasks but also the feasibility of using such paired oral tasks to elicit abundant interactional features as evidence of the interlocutors interactional competence. This has also suggested the need for further research on exploring interactional resources in the context of varying forms and structures of tasks. Second, the study provided helpful suggestions for constructing rating scales for interactional competence. For teachers and assessors, it is recommended to develop a rating scale with several levels of criteria and detailed descriptors of each level based on empirical analysis. Lastly, further studies on raters perspectives on the conceptualization of interactional competence and elicited speech performance are needed to provide them with guidance for making consistent and valid judgments, thereby ensuring the fairness of administering paired discussion tasks in the context of L2 speaking assessment. | - |
dc.description.tableofcontents | CHAPTER 1 INTRODUCTION 1
1.1 Background and Motivation 1 1.2 Research Questions 6 1.3 Organization of the Thesis 7 CHAPTER 2 LITERATURE REVIEW 9 2.1 Speaking Ability and Interactional Competence 9 2.1.1 Defining Speaking Ability as a Construct 9 2.1.2 Conceptualization of Interactional Competence 13 2.1.3 Interactional Competence as a (Sub) Construct 17 2.1.3.1 Patterns of Interaction at a Macro-level 18 2.1.3.2 Interactional Features at a Micro-level 21 2.2 Theoretical Framework for L2 Speaking Tests 29 2.3.Speaking Test Formats for Interactional Competence: Oral Proficiency Interviews and Paired Speaking Tests 32 2.4 Task-based Approach to L2 Speaking Tests 35 2.4.1 Task Types in the Paired Speaking Test 36 2.4.2 The Role of Interlocutors in the Paired Speaking Test 39 2.4.3 The Role of Topic in the Paired Speaking Test 41 2.5 Rating Scales for Interactional Competence 43 CHAPTER 3 METHODS 48 3.1 Participants 48 3.1.1 Test takers 48 3.1.2 Raters 49 3.1.3 Examiner 51 3.2 Instruments 52 3.2.1 Paired Discussion Tasks 52 3.2.2 Rating Scales 56 3.3 Procedures 58 3.3.1 Data Collection from Interlocutors 58 3.3.2 Data Transcription and Collection of Data from Raters 59 3.4 Methods of Analysis 64 CHAPTER 4 RESULTS 68 4.1 Descriptive Statistics 68 4.2 Reliability Measures 73 4.2.1 Inter rater Reliability 75 4.3 Correlations among Tasks and Other Criterion Measures 77 4.4 Frequency Analysis on Interactional Features 81 4.5 Qualitative Analysis of Interlocutors Response 90 4.6 Raters Feedback on the Rating Scale for Interactional Competence 96 CHAPTER 5 DISCUSSION 99 5.1 The Reliability of Interaction Scores and Their Relationships with Other Criterion Measures 99 5.1.1 The Reliability of Interaction Scores 99 5.1.2 The Relationships Between the Scores from Discussion Tasks and Other Criterion Measures 102 5.2 Salient Interactional Features in Paired Discussion Tasks 106 5.2.1 Types of Interactional Features in Paired Discussion Tasks 106 5.2.2 The Effect of Topic on Interlocutors Response 107 5.2.3 Differences in Raters Salience on Interactional Features 111 5.3 Raters Perception of Interlocutors Response 112 5.4 Raters Feedback on the Rating Scale for Interactional Competence 114 CHAPTER 6 CONCLUSION 117 REFERENCES 122 APPENDICES 134 Appendix A Paired Discussion Tasks 134 Appendix B Rating Scale for General Speaking Proficiency 136 Appendix C Rating Scale for Interactional Competence 141 Appendix D Raters Comments on Interactional Features 143 Appendix E Raters Feedback about the Rating Scale for Interactional Competence 147 Appendix F The Number of Turns and Utterances 150 Appendix G Research Consent Form for the Participants 152 국문 초록 155 | - |
dc.format | application/pdf | - |
dc.format.extent | 1703294 bytes | - |
dc.format.medium | application/pdf | - |
dc.language.iso | en | - |
dc.publisher | 서울대학교 대학원 | - |
dc.subject | Interactional competence | - |
dc.subject | paired speaking tests | - |
dc.subject | second language assessments | - |
dc.subject | task characteristics | - |
dc.subject | rating scales | - |
dc.subject | raters’ perspectives | - |
dc.subject | Korean EFL learners | - |
dc.subject.ddc | 820 | - |
dc.title | Assessing Interactional Competence of Advanced-Level Korean EFL Students Through L2 Paired Discussion Tasks | - |
dc.title.alternative | 2인 영어 토론 과제를 활용한 영어 능력 수준 상위권 한국 학생들의 상호작용 능력 평가 연구 | - |
dc.type | Thesis | - |
dc.contributor.AlternativeAuthor | Heemin Park | - |
dc.description.degree | Master | - |
dc.contributor.affiliation | 인문대학 영어영문학과 | - |
dc.date.awarded | 2017-08 | - |
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