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Assessing Speaking Proficiency: A Narrative Review of Speaking Assessment Research Within the Argument-Based Validation Framework
This paper provides a narrative review of empirical research on the assessment of speaking proficiency published in selected journals in the field of language assessment. A total of 104 published articles on speaking assessment were collected and systematically analyzed within an argument-based vali...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2020
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7057184/ https://www.ncbi.nlm.nih.gov/pubmed/32174875 http://dx.doi.org/10.3389/fpsyg.2020.00330 |
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author | Fan, Jason Yan, Xun |
author_facet | Fan, Jason Yan, Xun |
author_sort | Fan, Jason |
collection | PubMed |
description | This paper provides a narrative review of empirical research on the assessment of speaking proficiency published in selected journals in the field of language assessment. A total of 104 published articles on speaking assessment were collected and systematically analyzed within an argument-based validation framework (Chapelle et al., 2008). We examined how the published research is represented in the six inferences of this framework, the topics that were covered by each article, and the research methods that were employed in collecting the backings to support the assumptions underlying each inference. Our analysis results revealed that: (a) most of the collected articles could be categorized into the three inferences of evaluation, generalization, and explanation; (b) the topics most frequently explored by speaking assessment researchers included the constructs of speaking ability, rater effects, and factors that affect spoken performance, among others; (c) quantitative methods were more frequently employed to interrogate the inferences of evaluation and generalization whereas qualitative methods were more frequently utilized to investigate the explanation inference. The paper concludes with a discussion of the implications of this study in relation to gaining a more nuanced understanding of task- or domain-specific speaking abilities, understanding speaking assessment in classroom contexts, and strengthening the interfaces between speaking assessment, and teaching and learning practices. |
format | Online Article Text |
id | pubmed-7057184 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-70571842020-03-13 Assessing Speaking Proficiency: A Narrative Review of Speaking Assessment Research Within the Argument-Based Validation Framework Fan, Jason Yan, Xun Front Psychol Psychology This paper provides a narrative review of empirical research on the assessment of speaking proficiency published in selected journals in the field of language assessment. A total of 104 published articles on speaking assessment were collected and systematically analyzed within an argument-based validation framework (Chapelle et al., 2008). We examined how the published research is represented in the six inferences of this framework, the topics that were covered by each article, and the research methods that were employed in collecting the backings to support the assumptions underlying each inference. Our analysis results revealed that: (a) most of the collected articles could be categorized into the three inferences of evaluation, generalization, and explanation; (b) the topics most frequently explored by speaking assessment researchers included the constructs of speaking ability, rater effects, and factors that affect spoken performance, among others; (c) quantitative methods were more frequently employed to interrogate the inferences of evaluation and generalization whereas qualitative methods were more frequently utilized to investigate the explanation inference. The paper concludes with a discussion of the implications of this study in relation to gaining a more nuanced understanding of task- or domain-specific speaking abilities, understanding speaking assessment in classroom contexts, and strengthening the interfaces between speaking assessment, and teaching and learning practices. Frontiers Media S.A. 2020-02-27 /pmc/articles/PMC7057184/ /pubmed/32174875 http://dx.doi.org/10.3389/fpsyg.2020.00330 Text en Copyright © 2020 Fan and Yan. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Fan, Jason Yan, Xun Assessing Speaking Proficiency: A Narrative Review of Speaking Assessment Research Within the Argument-Based Validation Framework |
title | Assessing Speaking Proficiency: A Narrative Review of Speaking Assessment Research Within the Argument-Based Validation Framework |
title_full | Assessing Speaking Proficiency: A Narrative Review of Speaking Assessment Research Within the Argument-Based Validation Framework |
title_fullStr | Assessing Speaking Proficiency: A Narrative Review of Speaking Assessment Research Within the Argument-Based Validation Framework |
title_full_unstemmed | Assessing Speaking Proficiency: A Narrative Review of Speaking Assessment Research Within the Argument-Based Validation Framework |
title_short | Assessing Speaking Proficiency: A Narrative Review of Speaking Assessment Research Within the Argument-Based Validation Framework |
title_sort | assessing speaking proficiency: a narrative review of speaking assessment research within the argument-based validation framework |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7057184/ https://www.ncbi.nlm.nih.gov/pubmed/32174875 http://dx.doi.org/10.3389/fpsyg.2020.00330 |
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