Relevant bibliographies by topics / Oral proficiency interview

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Oral proficiency interview'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Oral proficiency interview"

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Stansfield, Charles W., and Dorry Mann Kenyon. "Research on the comparability of the oral proficiency interview and the simulated oral proficiency interview." System 20, no. 3 (August 1992): 347–64. http://dx.doi.org/10.1016/0346-251x(92)90045-5.

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Isbell, Dan, and Paula Winke. "ACTFL Oral Proficiency Interview – computer (OPIc)." Language Testing 36, no. 3 (February 19, 2019): 467–77. http://dx.doi.org/10.1177/0265532219828253.

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Johnson, Marysia. "Interaction in the oral proficiency interview." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 10, no. 2 (June 1, 2000): 215–31. http://dx.doi.org/10.1075/prag.10.2.03joh.

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This article reports on the findings of a discourse analysis study whose purpose was to provide answers to the following research question: What kind of speech event is the OPI? Is it more like an everyday, friendly conversation, an interview, or something else?
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Ross, Steven, and Richard Berwick. "The Discourse of Accommodation in Oral Proficiency Interviews." Studies in Second Language Acquisition 14, no. 2 (June 1992): 159–76. http://dx.doi.org/10.1017/s0272263100010809.

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Recent critical discussion of the Oral Proficiency Interview has questioned the adequacy and validity of the interview guidelines. The present study considers the role of accommodation in interview discourse and suggests that the extent of interviewer accommodation reveals an overlooked criterion for gauging the authenticity of the interview as simulated conversational interaction. The issue of misplaced accommodation as a threat to both the validity of the interview and the subsequent rating process is also raised, and supplementary criteria for training interviewers and evaluating the interview process are considered.
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O'Sullivan, Barry. "Exploring gender and oral proficiency interview performance." System 28, no. 3 (September 2000): 373–86. http://dx.doi.org/10.1016/s0346-251x(00)00018-x.

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Chalhoub-Deville, Micheline, and Glenn Fulcher. "The Oral Proficiency Interview: A Research Agenda." Foreign Language Annals 36, no. 4 (December 2003): 498–506. http://dx.doi.org/10.1111/j.1944-9720.2003.tb02139.x.

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Henning, Grant. "The ACTFL oral proficiency interview: Validity evidence." System 20, no. 3 (August 1992): 365–72. http://dx.doi.org/10.1016/0346-251x(92)90046-6.

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Magnan, Sally Sieloff. "Rater Reliability of the ACTFL Oral Proficiency Interview." Canadian Modern Language Review 43, no. 2 (January 1987): 267–79. http://dx.doi.org/10.3138/cmlr.43.2.267.

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Magnan, Sally Sieloff. "Rater Reliability of the ACTFL Oral Proficiency Interview." Canadian Modern Language Review 43, no. 3 (March 1987): 525–37. http://dx.doi.org/10.3138/cmlr.43.3.525.

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강현주. "Research of Interviewers’s Accommodation in Oral Proficiency Interview." Bilingual Research ll, no. 47 (October 2011): 1–22. http://dx.doi.org/10.17296/korbil.2011..47.1.

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Dissertations / Theses on the topic "Oral proficiency interview"

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Gates, Gwyneth Elaine. "An Analysis of Rehearsed Speech Characteristics on the Oral Proficiency Interview—Computer (OPIc)." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6731.

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The ACTFL Proficiency Guidelines identify memorized words and phrases as a hallmark of novice-level speech. For this reason, research by Cox (2017) found rehearsed content to be a major hindrance to interviewees being rated at higher sublevels on the Oral Proficiency Interview-computer (OPIc). To further investigate, an analysis of these memorized segments to determine patterns of lexico-grammatical and discursive features was conducted. In this study, researchers utilized a Praat analysis to compare prosodic features (specifically, mean length of utterance, number of silent pauses, and articulation rate) of speech segments marked as memorized and those which were not. A qualitative analysis was also conducted by identifying via a grounded theory approach any notable patterns both within single interviews as well as between speakers. Articulation rates differed significantly between the spontaneous and rehearsed segments; however, the strongest evidence of memorization lay in the transcriptions and the patterns that emerged within and across interviews.
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Reynolds, Braden Beldon. "Development and Validation of a Portuguese Elicited Imitation Test." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8145.

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Elicited imitation (EI) is a method of assessing oral proficiency in which the examinee listens to a prompt and attempts to repeat it back exactly as it was heard. Research over recent decades has successfully established correlation between EI testing and other oral proficiency tests, such as the Oral Proficiency Interview (OPI) and the OPI by computer (OPIc). This paper details the history of oral proficiency assessment as well as that of EI. It then outlines the development process and validation of a Portuguese Elicited Imitation test. The processes of item selection and item validation are detailed followed by the criterion-related validation through a statistical correlation analysis of participants' results on an official American Council on the Teaching of Foreign Languages (ACTFL) OPIc and their predicted OPIc scores which were based on their results of the Portuguese EI calibration test. Results of the statistical analysis revealed a strong correlation between the predicted scores of the EI test and the actual OPIc scores. In order to go beyond previously completed EI research, this paper addresses the issue of face validity which has been a challenge for the proliferation of EI testing. Analysis of a survey administered after participants' completion of the two tests (OPIc and EI) addresses the experiences and reactions of the participants to the two testing formats. Suggestions for future use of EI as well as future research will be presented.
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Ball, Mary Isabelle. "Levels of the Oral Proficiency Skills of Foreign Language Teacher Candidates as Rated by Teacher Educators: A Descriptive Study." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291127394.

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Jeong, Tae-Young. "Assessing and interpreting students' English oral proficiency using d-VOCI in an EFL context." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1045462461.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 151 pages : ill. (some col.) Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 115-125).
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Sakamori, Lieko. "A atuação do entrevistador na interação face a face do exame Celpe-Bras." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269801.

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Orientador: Matilde Virginia Ricardi Scaramucci
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-08T08:02:19Z (GMT). No. of bitstreams: 1 Sakamori_Lieko_M.pdf: 4652152 bytes, checksum: 01ece6f13ebe9edd19d0975b09271a35 (MD5) Previous issue date: 2006
Resumo: A confiabilidade é um aspecto fundamental da avaliação. Um teste é considerado confiável quando não há variáveis que possam afetar a avaliação do desempenho do candidato. Elas podem estar relacionadas às condições de aplicação do teste, ou à atuação dos entrevistadores. No entanto, no caso das avaliações orais como as interações face a face, em que o candidato interage com o entrevistador, o controle da confiabilidade se torna mais difícil, já que as interações envolvem inúmeras variáveis. Para controlar essas variáveis, formam-se entrevistadores e elaboram-se procedimentos, regras e critérios de avaliação. Mesmo assim, podem existir variáveis que não foram previstas em relação às interações. O objetivo deste trabalho é fazer uma análise da atuação dos entrevistadores na interação face a face do exame Celpe-Bras (Certificado de Proficiência em Língua Portuguesa para Estrangeiros). Esse exame, desenvolvido pelo Ministério da Educação do Brasil e em uso desde 1998, certifica os candidatos estrangeiros em quatro níveis: Intermediário, Intermediário Superior, Avançado e Avançado Superior. Ele é composto de duas partes, uma prova escrita e outra oral. A avaliação oral é uma interação face a face, com duração de 20 minutos. O candidato é avaliado por um entrevistador e um observador. Os resultados do estudo mostraram que houve variações em relação à atuação dos entrevistadores, podendo ser consideradas colaborativas e/ou não colaborativas. Espera-se que este trabalho possa contribuir para um maior entendimento das avaliações orais em geral, e mais especificamente, servir de subsídio para o aprimoramento do Manual do Entrevistador do exame Celpe-Bras
Abstract: Reliability is a fundamental concept in assessment. A test is considered to be reliable when there are no variables that can affect the candidate¿s performance assessment. They can be related to the conditions of test application or interviewer¿s performance. However, in the case of oral assessments such as face to face interactions, in which the candidate interacts with an interviewer, the control of reliability becomes more difficult, since the interactions will involve many variables. In order to control those variables, interviewers are trained and test procedures, rules and criteria are elaborated. Even though, there can be variables that were not predicted to the interactions. The aim of this work is to analyze interviewers¿ performance in face to face interaction of Celpe-Bras examination (Proficiency in Portuguese as a Foreign Language). This examination, developed by the Ministry of Brazilian Education and in use since 1998, certifies foreign candidates in four levels: Intermediate, High Intermediate, Advanced and High Advanced. It has two parts, a writing test and a speaking one. The oral test is a 20 minutes face to face interaction. The candidate is evaluated by an interviewer and an observer. The results of this study pointed that there were variations concerning interviewers¿ performance, which could be considered collaborative and/or non-collaborative. It is expected that this work can contribute to a better understanding of oral evaluations in general, and more specifically, to serve as subsidy to the improvement of Interviewer¿s Manual of Celpe-Bras examination
Mestrado
Lingua Estrangeira
Mestre em Linguística Aplicada
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Ookhara, Olga Iongkhionovna. "Understanding the Experience of Successful Study Abroad Students in Russia." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4116.

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The present study was designed to understand the retrospective account of the learning experience of four successful learners of Russian who made substantial oral gains as measured by the ACTFL Oral Proficiency Interview (OPI) during a semester study abroad (SA) program in Moscow, Russia. Each participant made as much as two sublevels' improvement on the ACTFL scale, even those who began with Advanced level proficiency. Specifically, the study examines what students believe, how they exercise their agency, cope with constraints, and take advantage of affordances in out-of-class contexts. The qualitative data includes semi-structured interviews while quantitative data consists of pre- and post-program OPI scores. This research addresses the question of second language learning in a foreign language immersion program through thick description and through cross-case analyses. Findings were interpreted in relation to van Lier's theory of the ecology of language learning (2004) and the notion of affordances which suggests that if learners are proactive and outgoing (or initiate interactions) they will perceive language affordances as valuable and will use them. This theoretical approach provides a means to understand how most students were able to improve in oral performance while lacking meaningful contact with native speakers (NSs) or struggling to make friends with them. Regardless of the difficulties encountered during their time in Russia, students exercised their agency through participating in more self-initiated non-interactive activities without being directed by others. Each of the students perceived the meaning of his or her learning experience in a different way, demonstrating how the SA experience is highly individualized. This study argues that regardless of students' individual differences, they have one key principle in common: autonomous behavior. Further research is needed to investigate what fosters learners' autonomy and contributes to learners' self-efficacy.
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Anderson, Michelle. "Target Practice: Exploring Student TL/L1 Use in Paired Interactions." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6296.

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Teachers of foreign languages typically encourage their students to speak in the target language (TL) often, but due to various factors, this is not always achieved. Some reasons might include insufficient vocabulary, lack of topic knowledge, embarrassment, or simple unwillingness. Much of the existing research observes uses of the TL or native language (L1). The purpose of this study was to examine how often students use the TL in paired interactions and whether that amount has any relationship to the students' oral proficiency at the end of the course. In a SPAN 105 course at Brigham Young University, 27 students participated in this project by recording themselves during six in-class, paired interactions, after which they provided comments via questionnaires. This study was conducted using a mixed-methods approach, with both quantitative and qualitative data. The quantitative data revealed information about the time spent in the TL, as well as the time spent in the L1, and what relationship these variables had with listening comprehension and oral proficiency. The qualitative data exposed emergent findings related to TL/L1 use: helpful tools, effects of task type, pitfalls the students experienced, struggles and benefits of partnering, effects of recording, and student perceptions about the L1. The results of the study indicate a need for teacher strategies to encourage TL use in the classroom.
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Ross, Steven John. "Aspects of communicative accommodation in oral proficiency interview discourse." Thesis, 1995. http://hdl.handle.net/10125/10274.

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(6634307), Mayu Miyamoto. "Capturing L2 Oral Proficiency with CAF Measures as Predictors of the ACTFL OPI Rating." Thesis, 2019.

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Despite an emphasis on oral communication in most foreign language classrooms, the resource-intensive nature (i.e. time and manpower) of speaking tests hinder regular oral assessments. A possible solution is the development of a (semi-) automated scoring system. When it is used in conjunction with human raters, the consistency of computers can complement human raters’ comprehensive judgments and increase efficiency in scoring (e.g., Enright & Quinlan, 2010). In search of objective and quantifiable variables that are strongly correlated with overall oral proficiency, a number of studies have reported that some utterance fluency variables (e.g., speech rate and mean length of run) might be strong predictors for L2 learners’ speaking ability (e.g., Ginther et al., 2010; Hirotani et al., 2017). However, these findings are difficult to generalize due to small sample sizes, narrow ranges of proficiency levels, and/or a lack of data from languages other than English. The current study analyzed spontaneous speech samples collected from 170 Japanese learners at a wide range of proficiency levels determined by a well-established speaking test, the American Council on the Teaching of Foreign Languages’ (ACTFL) Oral Proficiency Interview (OPI). Prior to analysis, 48 Complexity, Accuracy, Fluency (CAF) measures (with a focus on fluency variables) were calculated from the speech samples. First, the study examined the relationships among the CAF measures and learner oral proficiency assessed by the ACTFL OPI. Then, using an empirically-based approach, a feasibility of using a composite measure to predict L2 oral proficiency was investigated. The results revealed that Speech Speed and Complexity variables demonstrated strong correlation to the OPI levels, and moderately strong correlations were found for the variables in the following categories: Speech Quantity, Pause, Pause Location (i.e., Silent pause ratio within AS-unit), Dysfluency (i.e., Repeat ratio), and Accuracy. Then, a series of multiple regression analyses revealed that a combination of five CAF measures (i.e., Effective articulation rate, Silent pause ratio, Repeat ratio, Syntactic complexity, and Error-free AS-unit ratio) can predict 72.3% of the variance of the OPI levels. This regression model includes variables that correspond to Skehan’s (2009) proposed three categories of fluency (speed, breakdown, and repair) and variables that represent CAF, supporting the literature (e.g., Larsen-Freeman, 1978, Skehan, 1996).

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Books on the topic "Oral proficiency interview"

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Newell, William. Assessing sign communication skills via an interview technique: The sign communication proficiency interview (SCPI). Rochester, N.Y: National Technical Institute for the Deaf, Rochester Institute of Technology, 1986.

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Johnson, Marysia. The art of nonconversation: A reexamination of the validity of the oral proficiency interview. New Haven: Yale University Press, 2001.

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Interviewer variability in oral proficiency interviews. Frankfurt am Main: P. Lang, 2006.

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Johnson, Marysia. Art of Nonconversation: A Reexamination of the Validity of the Oral Proficiency Interview. Yale University Press, 2008.

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Johnson, Marysia. Art of Non-Conversation: A Reexamination of the Validity of the Oral Proficiency Interview. Yale University Press, 2010.

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Johnson, Marysia. The Art of Non-Conversation: A Re-Examination of the Validity of the Oral Proficiency Interview. Yale University Press, 2001.

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Brown, Annie, Rudiger Grotjahn, and Gunther Sigott. Interviewer Variability in Oral Proficiency Interviews. Lang Publishing, Incorporated, Peter, 2005.

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Book chapters on the topic "Oral proficiency interview"

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Ross, Steven. "Divergent Frame Interpretations in Oral Proficiency Interview Interaction." In Studies in Bilingualism, 333. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/sibil.14.18ros.

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Okada, Yusuke, and Tim Greer. "Pursuing a relevant response in oral proficiency interview role plays." In Assessing Second Language Pragmatics, 288–310. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137003522_11.

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Tominaga, Waka. "The development of extended turns and storytelling in the Japanese oral proficiency interview." In Assessing Second Language Pragmatics, 220–57. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137003522_9.

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Kasper, Gabriele. "Managing task uptake in oral proficiency interviews." In Assessing Second Language Pragmatics, 258–87. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137003522_10.

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Seedhouse, Paul. "Oral proficiency interviews as varieties of interaction." In Assessing Second Language Pragmatics, 199–219. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137003522_8.

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Mohan, Bernard A. "Knowledge Structures in Oral Proficiency Interviews for International Teaching Assistants." In Studies in Bilingualism, 173. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/sibil.14.12moh.

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Koike, Dale A. "What Happens When There’s No One to Talk to? Spanish Foreign Language Discourse in Simulated Oral Proficiency Interviews." In Studies in Bilingualism, 69. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/sibil.14.06koi.

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Hasegawa, Hiroshi, Julian Chen, and Teagan Collopy. "First-Year Japanese Learners' Perceptions of Computerised vs. Face-to-Face Oral Testing." In New Technological Applications for Foreign and Second Language Learning and Teaching, 203–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch010.

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This chapter explores the effectiveness of computerised oral testing on Japanese learners' test experiences and associated affective factors in a Japanese program at the Australian tertiary level. The study investigates (1) Japanese beginners' attitudes towards the feasibility of utilising a computer-generated program vs. a tutor-fronted oral interview to assess their oral proficiency, and (2) the challenges and implications of computerised oral testing vis-à-vis Japanese beginners. It presents the initial findings of the qualitatively analysed data collected from student responses to open-ended survey questions and follow-up semi-structured interviews. A thematic analysis approach was employed to examine student perceptions of the two different test settings and their effects on students' oral performance in relation to test anxiety. Despite the fact that computerised oral testing was overall perceived to be beneficial for streamlining the test process and reducing learners' test anxiety, the findings also identified its limitations.
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Quaid, Ethan Douglas, and Alex Barrett. "Toward the Future of Computer-Assisted Language Testing." In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning, 208–35. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1282-1.ch010.

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Semi-direct speaking tests have become an increasingly favored method of assessing spoken performance in recent years. Underpinning evidence for their continued development and use has been largely contingent on language testing and assessment researchers' claim of their interchangeability with more traditional, direct face-to-face oral proficiency interviews through theoretical and empirical investigations from multiple perspectives. This chapter initially provides background and research synopses of four significant test facets that have formed the bases for semi-direct and direct speaking test comparison studies. These are followed by the inclusion of a recent case study comparing test taker output from a computer-based Aptis speaking test and a purposively developed identical face-to-face oral proficiency interview that found a slight register shift which may be viewed as advantageous for semi-direct speaking tests. Finally, future research directions are proposed in light of the recent developments in the semi-direct speaking testing research presented throughout this chapter.
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"Repetition as a source of miscommunication in oral proficiency interviews." In Misunderstanding in Social Life, 90–114. Routledge, 2014. http://dx.doi.org/10.4324/9781315838663-8.

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Conference papers on the topic "Oral proficiency interview"

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Muñoz Alcón, Ana Isabel, and Francisco Trullén Galve. "Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12929.

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Learning a foreign language involves the practice and development of linguistic competencies through a series of communicative activities. Assessing each of these competencies face to face can provide an accurate profile of the student’s level of language proficiency. But assessing them online, particularly oral skill, poses a challenge for both students and professors. The change of scenario and use of digital tools may intimidate students and deprive the interview from naturality and warmth. In this paper, the suitability of Blackboard Collaborate as Learning Management System to assess English speaking skill is studied together with other factors influencing students’ online performance. 81 students from 5 different undergraduate programs in Engineering and Applied Sciences were assessed, following the threefold pattern of IELTS speaking test questions. Their results and responses to a final survey are contrasted so as to check the positive of negative effect of online testing on the students’ state of mind and eventual achievement. Blackboard platform proves to be as a suitable online framework for optimal performance, and the examiner’s attitude is equally a conditioning factor in students’success.
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Reports on the topic "Oral proficiency interview"

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Bienkowski, Sarah C., Milton V. Cahoon, Reanna P. Harman, Ryan Phillips, Eric A. Surface, Stephen J. Ward, Sheila L. Wilcox, and Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Oral Proficiency Interview (OPI). Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada634215.

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