The impact of pre-task planning on speaking test performance for English-medium university admission

buir.contributor.authorO’Grady, Stefan
dc.citation.epage526en_US
dc.citation.issueNumber4en_US
dc.citation.spage505en_US
dc.citation.volumeNumber36en_US
dc.contributor.authorO’Grady, Stefanen_US
dc.date.accessioned2020-02-18T12:47:47Z
dc.date.available2020-02-18T12:47:47Z
dc.date.issued2019-03
dc.departmentEnglish Language Preparatory Programen_US
dc.description.abstractThis study investigated the impact of different lengths of pre-task planning time on performance in a test of second language speaking ability for university admission. In the study, 47 Turkish-speaking learners of English took a test of English language speaking ability. The participants were divided into two groups according to their language proficiency, which was estimated through a paper-based English placement test. They each completed four monologue tasks: two picture-based narrative tasks and two description tasks. In a balanced design, each test taker was allowed a different length of planning time before responding to each of the four tasks. The four planning conditions were 30 seconds, 1 minute, 5 minutes, and 10 minutes. Trained raters awarded scores to the test takers using an analytic rating scale and a context-specific, binary-choice rating scale, designed specifically for the study. The results of the rater scores were analysed by using a multifaceted Rasch measurement. The impact of pre-task planning on test scores was found to be influenced by four variables: the rating scale; the task type that test takers completed; the length of planning time provided; and the test takers’ levels of proficiency in the second language. Increases in scores were larger on the picture-based narrative tasks than on the two description tasks. The results also revealed a relationship between proficiency and pre-task planning, whereby statistical significance was only reached for the increases in the scores of the lowest-level test takers. Regarding the amount of planning time, the 5-minute planning condition led to the largest overall increases in scores. The research findings offer contributions to the study of pre-task planning and will be of particular interest to institutions seeking to assess the speaking ability of prospective students in English-medium educational environments.en_US
dc.identifier.doi10.1177/0265532219826604en_US
dc.identifier.eissn1477-0946
dc.identifier.issn0265-5322
dc.identifier.urihttp://hdl.handle.net/11693/53415
dc.language.isoEnglishen_US
dc.publisherSage Publicationsen_US
dc.relation.isversionofhttps://dx.doi.org/10.1177/0265532219826604en_US
dc.source.titleLanguage Testingen_US
dc.subjectMultifaceted Rasch analysisen_US
dc.subjectPre-task planningen_US
dc.subjectRating scalesen_US
dc.subjectSpeaking assessmenten_US
dc.subjectTurkeyen_US
dc.titleThe impact of pre-task planning on speaking test performance for English-medium university admissionen_US
dc.typeArticleen_US
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