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Behind a spoken performance: test takers’ strategic reactions in a simulated part 3 of the IELTS speaking test

Language Testing in Asia, 2018-12, Vol.8 (1), p.1-20, Article 18 [Peer Reviewed Journal]

The Author(s). 2018 ;Language Testing in Asia is a copyright of Springer, (2018). All Rights Reserved. © 2018. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2229-0443 ;EISSN: 2229-0443 ;DOI: 10.1186/s40468-018-0073-4

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Title:
Behind a spoken performance: test takers’ strategic reactions in a simulated part 3 of the IELTS speaking test
Author: Fernandez, Christina Judy
Subjects: Assessment ; Candidates ; Cognition ; Cognition & reasoning ; Cognitive processes ; Cognitive validity ; College Students ; Communication ; Discourse strategies ; Education ; English (Second Language) ; English as a second language learning ; English as a second language tests ; English as an international language ; Foreign Countries ; IELTS speaking test ; Impact tests ; Language ; Language Education ; Language Tests ; Learning Strategies ; Metacognition ; Natural language generation ; Purpura ; Second Language Learning ; Speech Tests ; Stimulated recall ; Strategic competence ; Student Reaction ; Test Wiseness ; Test-taking strategies ; Testing and Evaluation ; Validity
Is Part Of: Language Testing in Asia, 2018-12, Vol.8 (1), p.1-20, Article 18
Description: Making inferences about a test taker’s language ability has been a concern for language testers. Defining language ability in a speaking test is made difficult because the construct involves factors within and beyond the test taker. One underlying factor is the use of strategies. This study probes test takers’ strategic processes and their use in completing the simulated part 3 of the International English Language Testing System (IELTS) Speaking Test. Data based on stimulated recall from 12 international university students in Sydney, Australia, upon the completion of the speaking task reveal that strategies are mobilised from the moment an input question is presented to the end of a response. Overall, a total of 18 individual strategies from three categories were used by participants in this study: seven cognitive, five communication and six metacognitive strategies. Findings suggest that strategies were deployed in clusters to produce a response. Commonly mobilised strategies were not always useful nor did they positively impact participants’ test response quality.
Publisher: Cham: Springer International Publishing
Language: English
Identifier: ISSN: 2229-0443
EISSN: 2229-0443
DOI: 10.1186/s40468-018-0073-4
Source: Education Resources Information Center (ERIC)
AUTh Library subscriptions: ProQuest Central
DOAJ (Directory of Open Access Journals)
Springer Open Access Journals

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Behind a spoken performance: test takers’ strategic reactions in a simulated part 3 of the IELTS speaking test

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