Foreign Language Speaking Assessment: Chinese Taiwanese College English Teachers Scoring Performance in the Holistic and Analytic Rating Methods
Title
Foreign Language Speaking Assessment: Chinese Taiwanese College English Teachers Scoring Performance in the Holistic and Analytic Rating Methods
Foreign Language Speaking Assessment: Chinese Taiwanese College English Teachers Scoring Performance in the Holistic and Analytic Rating Methods
Keywords: oral proficiency; speaking assessment; rating scale; English as foreign language
Authors
Ying-Ying Chuang
Applied Foreign Languages at Cheng Shiu University, China Taiwan
Ying-Ying Chuang
Applied Foreign Languages at Cheng Shiu University, China Taiwan
Bio Data
Ying-Ying Chuang is an assistant professor in the Department of Applied Foreign Languages at Cheng Shiu University, China Taiwan. She holds Ed.D. in Bilingual Education from Texas A&M University. She is currently teaching the courses of Second Language acquisition, English Reading, and ESL Teaching Methodologies. Her research interests include second/foreign language assessment and language learning strategies.
Abstract
The purpose of this study was to investigate college English teachers scoring performance of the holistic and analytic rating methods, their views and concerns with the components of oral skills, and whether teachers background variables influenced their scoring performance. Compared with the individual teacher s rating scores, the results indicated that no statistically significant differences were found between the scores in two rating methods. The majority of the teachers ranked comprehensibility as their most concern of oral performance, while vocabulary/word choice happened to be the least of their concern. Regarding the relationship between rated scores and rater effect, the findings indicated that the statistically significant differences were found in the factors of the teachers age and academic major; however, no statistically significant differences were found in the factors of teaching experience and rating training. Some pedagogical implications of the study are included for further inquiry.
The purpose of this study was to investigate college English teachers scoring performance of the holistic and analytic rating methods, their views and concerns with the components of oral skills, and whether teachers background variables influenced their scoring performance. Compared with the individual teacher s rating scores, the results indicated that no statistically significant differences were found between the scores in two rating methods. The majority of the teachers ranked comprehensibility as their most concern of oral performance, while vocabulary/word choice happened to be the least of their concern. Regarding the relationship between rated scores and rater effect, the findings indicated that the statistically significant differences were found in the factors of the teachers age and academic major; however, no statistically significant differences were found in the factors of teaching experience and rating training. Some pedagogical implications of the study are included for further inquiry.
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See page 150-173
[/private]Category: Main Editions, Volume 11 Issue 1
