Browsing by Subject "speaking"

Now showing 1 - 3 of 3

Open Access
A comparison of computer assisted and face-to-face speaking assessment : performance, perceptions, anxiety, and computer attitudes
(2011) Öztekin, Ebru
Computer technology has long been applied to language testing as a time and cost efficient way to conveniently assess the proficiency of large numbers of students. Thus, a good deal of research have focused on the effect and efficiency of computer assisted (semi-direct) assessment in evaluating different constructs of the language. Nonetheless, little research has been conducted to compare computer assisted and face-to-face (direct) formats to find whether the two modes yield similar results in oral assessment and whether one is advantageous over the other. Even less investigated were the possible outcomes of administration of computer-assessited speaking tests on a local basis, as achievement tests. The purpose of this exploratory study is to fill the abovementioned gap via examining the relationships between a number of variables. Presented in the thesis are the relationships between test scores obtained in two different test modes at two different proficiency levels, the students’ perceptions of the test modes, and their anxiety levels with regard to speaking in a foreign language, speaking tests, and using computers. Data were collected through four computer assisted and four faceto-face speaking assessments, a questionnaire on Computer Asssisted Speaking Assesment (CASA) perceptions and another on Face-to-face Speaking Assessment (FTFsa) perceptions, a speaking test and speaking anxiety questionnaire, and a computer familiarity questionnaire. A total of 66 learners of English at tertiary level and four instructors of English participated in the study which was conducted at Uludağ University School of Foreign Languages. The quantitative and qualitative data analyses revealed that the two test modes give very different rankings to the students, and the students’ perceptions of the test modes, which have been found to be more positive about the FTFsa at both proficiency levels, are not strongly related to their performance in the speaking tests. The relationship between different types of anxiety mentioned above and test scores are only weakly related to the test scores and the degree of the relationships vary depending on the proficiency level. The results of this study are hoped to be beneficial to the language assessors, instructors, and institutions and researchers that are into language assessment.
Open Access
Exploring the language skills embedded in the grade nine New Bridge to Success textbook
(2013) Uçaner, Nihan
The main aim of this study is to explore and map out the receptive and productive language skills and sub-skills embedded in the grade nine textbook, New Bridge to Success Elementary (2011) for Anatolian High Schools. To this end, content analysis is used to identify, analyze and quantify the language skills and sub-skills in the textbook. The results highlight the range, and the number of, receptive and productive sub-skills in the textbook. They also show that the textbook offers a wide range of productive sub-skills; however, the number of listening and writing subskills included in the textbook is relatively limited. The results are used to explicitly specify the receptive and productive language strands rooted in the textbook.
Open Access
The use of digitalized out of class speaking activities to promote pronunciation skills in younger learners
(2015) Aydın, Jayne Hutchings
This study focused on developing young learners speaking skills through the use of digitalized out-of-class activities. The study was conducted as experimental research in a private primary school in Ankara, Turkey. The participants are both male and female and between the ages of 7 and 8. The research is supported by the acquisition of second language learning, student‟s willingness to communicate, parental involvement in language learning and the use of digitalized learning activities assigned as homework to develop young Turkish learners speaking skills. The study examined how through the use of focused practice activities children‟s pronunciation of English could be guided toward the target model. Previous research on willingness to communicate in L2 has mainly involved older learners. From the qualitative data gathered the findings suggest that providing students with the necessary tools and support can increase their willingness to communicate levels.