Difference between revisions of "Stephenson2025"
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|Author(s)=Michael Stephenson; Christopher Leyland | |Author(s)=Michael Stephenson; Christopher Leyland | ||
|Title=Group-based assessments and L2 interactional competence: test-takers’ practices for re-aligning to the assessment task | |Title=Group-based assessments and L2 interactional competence: test-takers’ practices for re-aligning to the assessment task | ||
| − | |Tag(s)=EMCA | + | |Tag(s)=EMCA; Interactional competence; Collaborative group work; L2 oral assessments; Task alignment; L2 testing |
|Key=Stephenson2025 | |Key=Stephenson2025 | ||
|Year=2025 | |Year=2025 | ||
|Language=English | |Language=English | ||
|Journal=Language and Education | |Journal=Language and Education | ||
| + | |Volume=39 | ||
| + | |Number=6 | ||
| + | |Pages=1490-1518 | ||
|URL=https://www.tandfonline.com/doi/full/10.1080/09500782.2025.2530474 | |URL=https://www.tandfonline.com/doi/full/10.1080/09500782.2025.2530474 | ||
|DOI=10.1080/09500782.2025.2530474 | |DOI=10.1080/09500782.2025.2530474 | ||
|Abstract=Although interaction-based research has investigated various second language (L2) testing formats, less attention has been given to group-based assessments compared to the more widely studied oral proficiency interview (OPI) and paired L2 assessment formats. The current study draws upon around 7 h of video-recorded group-based assessments at a university-affiliated higher education (HE) institution in the UK. During these assessments, test-takers are required to use English to engage in negotiations in which they discuss various options and decide which – as a group – to choose. However, in the midst of the L2 talk, candidates may veer from test-relevant activities, which can have a negative impact on their grades. As such, practices for re-aligning to test-relevant activities are highly important for ensuring that test-takers are assessed in the best light. This study adds to Conversation Analysis research on L2 Interactional Competence by revealing the methods test-takers use to re-align to test-relevant activities and re-orient to the institutionality of the testing interaction. This study contributes to Interactional Competence research in L2 testing settings and discusses the ways in which our findings can inform learner and assessor teaching and training materials. | |Abstract=Although interaction-based research has investigated various second language (L2) testing formats, less attention has been given to group-based assessments compared to the more widely studied oral proficiency interview (OPI) and paired L2 assessment formats. The current study draws upon around 7 h of video-recorded group-based assessments at a university-affiliated higher education (HE) institution in the UK. During these assessments, test-takers are required to use English to engage in negotiations in which they discuss various options and decide which – as a group – to choose. However, in the midst of the L2 talk, candidates may veer from test-relevant activities, which can have a negative impact on their grades. As such, practices for re-aligning to test-relevant activities are highly important for ensuring that test-takers are assessed in the best light. This study adds to Conversation Analysis research on L2 Interactional Competence by revealing the methods test-takers use to re-align to test-relevant activities and re-orient to the institutionality of the testing interaction. This study contributes to Interactional Competence research in L2 testing settings and discusses the ways in which our findings can inform learner and assessor teaching and training materials. | ||
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Latest revision as of 01:42, 6 November 2025
| Stephenson2025 | |
|---|---|
| BibType | ARTICLE |
| Key | Stephenson2025 |
| Author(s) | Michael Stephenson, Christopher Leyland |
| Title | Group-based assessments and L2 interactional competence: test-takers’ practices for re-aligning to the assessment task |
| Editor(s) | |
| Tag(s) | EMCA, Interactional competence, Collaborative group work, L2 oral assessments, Task alignment, L2 testing |
| Publisher | |
| Year | 2025 |
| Language | English |
| City | |
| Month | |
| Journal | Language and Education |
| Volume | 39 |
| Number | 6 |
| Pages | 1490-1518 |
| URL | Link |
| DOI | 10.1080/09500782.2025.2530474 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Although interaction-based research has investigated various second language (L2) testing formats, less attention has been given to group-based assessments compared to the more widely studied oral proficiency interview (OPI) and paired L2 assessment formats. The current study draws upon around 7 h of video-recorded group-based assessments at a university-affiliated higher education (HE) institution in the UK. During these assessments, test-takers are required to use English to engage in negotiations in which they discuss various options and decide which – as a group – to choose. However, in the midst of the L2 talk, candidates may veer from test-relevant activities, which can have a negative impact on their grades. As such, practices for re-aligning to test-relevant activities are highly important for ensuring that test-takers are assessed in the best light. This study adds to Conversation Analysis research on L2 Interactional Competence by revealing the methods test-takers use to re-align to test-relevant activities and re-orient to the institutionality of the testing interaction. This study contributes to Interactional Competence research in L2 testing settings and discusses the ways in which our findings can inform learner and assessor teaching and training materials.
Notes
