Assessing interactional competence in the computer-based CET-SET: An investigation of the use of communication strategies

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2021-07-04 DOI:10.1080/0969594X.2021.1976107

Lin Zhang, Yan-ping Jin

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引用次数: 3

Abstract

ABSTRACT The computer-based College English Test─Spoken English Test (CET-SET) in China incorporates interactional competence in its construct by using a non-face-to-face paired discussion task. To build validity arguments for this unique computer-mediated interactive task, the present study investigated the impact of delivery mode on test performance in terms of communication strategy use. Data were collected from 60 test-takers who sat both the computer-based CET-SET and its face-to-face equivalent. Through an analysis of test-taker discourse combined with post-test test-taker interviews, the study examined their use of strategies in the discussion task under each mode. The findings of the study provided empirical evidence for the comparability of the two modes. Some differences, however, emerged in the use of interaction strategies, which were primarily attributed to the presence/absence of the visual elements of oral interaction. Hence, suggestions were made to address the issues concerning the computer-delivered mode.

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评估计算机英语CET-SET中的互动能力:对交际策略使用的调查

中国基于计算机的大学英语口语考试(CET-SET)通过使用非面对面的配对讨论任务，将互动能力纳入其结构。为了建立这种独特的计算机交互任务的有效性论证，本研究从通信策略使用的角度调查了交付模式对测试性能的影响。数据收集自60名参加计算机和面对面考试的考生。本研究通过对考生话语的分析，结合测后访谈，考察了各模式下考生在讨论任务中的策略使用情况。研究结果为两种模式的可比性提供了实证证据。然而，在互动策略的使用上出现了一些差异，这主要归因于口头互动中视觉元素的存在/缺失。因此，有人建议解决有关计算机交付模式的问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.