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Year 2015, Volume: 36 Issue: 3, 1154 - 1168, 13.05.2015

Nafiseh Safarı Vesal , Morvarid Safarı Vesal Mansoor Tavakolı

Abstract

References

  • Ahmadian, M.J., & Tavakoli, M.(2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity and fluency in EFL learners' oral production. Language Teaching Research, 15(1), 35-59.
  • Boonkit, K.(2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and Behavioral Sciences, 2, 1305-1309. Retrieved September 25, 2011, from http://www.Sciencedirect.com
  • Brown, A. (2002). Candidate discourse in the revised IELTS Speaking Test. IELTS
  • Research Reports, 6(3), 1-19. Cambridge ESOL.(2006). Cambridge IELTS 5: Examination papers from University of
  • Cambridge ESOL Examinations: English for Speakers of Other Languages. Cambridge: Cambridge University Press. Cameron, P., & Todd, V.(2003). The New Preper for IELTS: General Training Modules.
  • Sydney: University of Technology. Deville, M.C., & Fulcher, G.(2003).The oral proficiency Interview: A Research Agenda, 36(4), 498-506.
  • Douglas, D.(1997). Testing Speaking Ability in Academic Contexts: Theoretical
  • Consideration. New Jersey: Educational Testing Service. Elder, C. & Iwashita, N.(2005).Planning for test performance; Does it make a make a difference? In Ellis, R.(E.),Planning and Task Performance in a Second Language (pp.219- 238),John Benjamins, Amsterdam.
  • Ellis, R.(2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  • Ellis, R.(Ed.).(2005).Planning and Task Performance in a Second Language. John Benjamins, Amsterdam.
  • Ellis, R.(2008). Principles of instructed second language acquisition. CAL (Center of
  • Applied Linguistics), Retrieved September 25, 2009, from http: // resources/digest/instructed 2nd language.html.
  • Finardi, K.R.(2008).Effects of task repetition on L2 oral performance. Applied Linguistics, 47(1), 1-14.
  • Foster, P., Tonkyn, A., & Wigglesworth, G.(2000). Measuring spoken language: a unit for all reasons. Applied Linguistics, 21(3), 354-375.
  • Fulcher, G.(2003). Testing Second Language Speaking. TESL-EJ( Teaching Engligh as a Second http://www.Teslej.org.ej29/r5.htm. www.cal.org/ or Foreign Language), 8(1). Retrieved Jun, 2011 from
  • Gilabert,R.(2004).Task complexity and L2 Narrative Oral Production. Unpublished
  • Doctoral Dissertation. University de Barcelona, Barcelona. Hulstijn, J.H.(2011). Language Proficiency in Native and Nonnative Speakers: An Agenda for Research and Suggestions for Second-Language Assessment. Language Assessment Quarterly, 8, 229-249.
  • Itkonen, T.(2010). Spoken Language Proficiency Assessment: Assessing Speaking, or Evaluation Acting?.Unpublished M.A.Thesis. English Philology Department of Modern
  • Language, University of Helsinki. Koizumi, R.(2005). Relationship Between Productive Vocabulary Knowledge and Speaking Performance of Japanese Learners of English at the Novice Level. Unpublished Ph.D.
  • Thesis. University of Tsukuba, Japan. Kouicem, Kh.(2010). The effect of Classroom Interaction on Developing the Learners’
  • Speaking Skill: The case of third year LMD students of English at Constantine University. Unpublished M.A. Thesis. Mentouri University, Constantine. Luoma, S.(2004). Assessing Speaking (J.C. Alderson & L. F. Bachman, Eds.). Cambridge:
  • Cambridge University Press. Mehrang, Z, & Rahimpour, M.(2010).The impact of task structure and planning conditions on oral performance of EFL learners. Procedia Social and Behavioral Sciences, 2, 3678-3686.
  • Qian, D.(2009). Comparing Direct and Semi-Direct Modes for Speaking Assessment:
  • Affective Effects on Test Takers. Language Assessment Quarterly, 6, 113-125. Rahimpour, M. & Notash, M.Y.(2008).Investigating gender and topic in influence in learners' Task –prompted oral performance. Journal of the Faculty of Letters and Humanities,
  • University of Isfahan, 2(52), 111-123. Seedhouse, P. & Egbert, M.(2004). The interactional organization of the IELTS speaking test. IELTS Research Reports, 6(4), 1-45. Retrieved September 25, 2011, from http://www.ielts.org
  • Skehan, P.(2009). Modelling Second Language Performance: Integrating Complexity,
  • Accuracy, Fluency, and Lexis. Applied Linguistics, 30(4), 510-532. Sook, K.H.(2003). The types of speaking assessment tasks used by Korean Junior
  • Secondary school English teachers. Retrieved Dec. 3, 2011, from http://www.asian-­‐efl-­‐ journal/dec_03_sub.gl.htm(10f30).
  • Tavakoli, M. Ahmadian, M.J. (2012). The effect of different types of plannings on oral production of morphosyntactic features. Journal of TEFL (Teaching English Language and Literature Society of Iran, 3(10), 101-134.
  • Weir, C., O’Sullivan, B., & Horai, T.(2003). Exploring difficulty in Speaking tasks: an intra-task perspective. IELTS Research Reports, 6(5), 1-42.
  • Wigglesworth, G.(1997). An investigation of planning time and proficiency level on oral test discourse. Language Testing, 14, 85-106.
  • Wigglesworth, G, & Elder, C.(2010).An Investigation of the Effectiveness and Validity of
  • Planning Time in Speaking Test Tasks. Language Assessment Quarterly, 7(1), 1-24. Yakhabi, M.(2010).Effect of Comprehensible Input and Output on the Accuracy and Complexity of Iranian EFL Learners' Oral Speech. Unpublished M.A. Thesis Islamic Azad

The effect of task type on complexity, accuracy, and fluency of Iranian EFL candidates' oral production: IELTS interview test in focus

Year 2015, Volume: 36 Issue: 3, 1154 - 1168, 13.05.2015

Nafiseh Safarı Vesal , Morvarid Safarı Vesal Mansoor Tavakolı

Abstract

This study examined the effect of task type on dimensions of complexity, accuracy and fluency (CAF) in oral production of Iranian EFL candidates in IELTS Speaking test.  Forty candidates participated in this study across two groups of intermediate and advance. They were participated in a pretest in order to check their proficiency level. After pretest the main interview conducted. There are three task types in IELTS interview each of which are conducted in a separate part namely: introduction, long monologue, and discussion. During this phase of the study, oral productions were recorded and then transcribed in the next phase in order to find changes in CAF dimensions in the above mentioned tasks. According to the results of the study, task type had a significant effect (p < 0.05) on complexity, accuracy and fluency of oral production of IELTS candidates' speaking test. This study has theoretical and practical implications in testing as well as teaching and learning fields.

Keywords

Task type Oral production Complexity Accuracy Fluency

References

  • Ahmadian, M.J., & Tavakoli, M.(2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity and fluency in EFL learners' oral production. Language Teaching Research, 15(1), 35-59.
  • Boonkit, K.(2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and Behavioral Sciences, 2, 1305-1309. Retrieved September 25, 2011, from http://www.Sciencedirect.com
  • Brown, A. (2002). Candidate discourse in the revised IELTS Speaking Test. IELTS
  • Research Reports, 6(3), 1-19. Cambridge ESOL.(2006). Cambridge IELTS 5: Examination papers from University of
  • Cambridge ESOL Examinations: English for Speakers of Other Languages. Cambridge: Cambridge University Press. Cameron, P., & Todd, V.(2003). The New Preper for IELTS: General Training Modules.
  • Sydney: University of Technology. Deville, M.C., & Fulcher, G.(2003).The oral proficiency Interview: A Research Agenda, 36(4), 498-506.
  • Douglas, D.(1997). Testing Speaking Ability in Academic Contexts: Theoretical
  • Consideration. New Jersey: Educational Testing Service. Elder, C. & Iwashita, N.(2005).Planning for test performance; Does it make a make a difference? In Ellis, R.(E.),Planning and Task Performance in a Second Language (pp.219- 238),John Benjamins, Amsterdam.
  • Ellis, R.(2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  • Ellis, R.(Ed.).(2005).Planning and Task Performance in a Second Language. John Benjamins, Amsterdam.
  • Ellis, R.(2008). Principles of instructed second language acquisition. CAL (Center of
  • Applied Linguistics), Retrieved September 25, 2009, from http: // resources/digest/instructed 2nd language.html.
  • Finardi, K.R.(2008).Effects of task repetition on L2 oral performance. Applied Linguistics, 47(1), 1-14.
  • Foster, P., Tonkyn, A., & Wigglesworth, G.(2000). Measuring spoken language: a unit for all reasons. Applied Linguistics, 21(3), 354-375.
  • Fulcher, G.(2003). Testing Second Language Speaking. TESL-EJ( Teaching Engligh as a Second http://www.Teslej.org.ej29/r5.htm. www.cal.org/ or Foreign Language), 8(1). Retrieved Jun, 2011 from
  • Gilabert,R.(2004).Task complexity and L2 Narrative Oral Production. Unpublished
  • Doctoral Dissertation. University de Barcelona, Barcelona. Hulstijn, J.H.(2011). Language Proficiency in Native and Nonnative Speakers: An Agenda for Research and Suggestions for Second-Language Assessment. Language Assessment Quarterly, 8, 229-249.
  • Itkonen, T.(2010). Spoken Language Proficiency Assessment: Assessing Speaking, or Evaluation Acting?.Unpublished M.A.Thesis. English Philology Department of Modern
  • Language, University of Helsinki. Koizumi, R.(2005). Relationship Between Productive Vocabulary Knowledge and Speaking Performance of Japanese Learners of English at the Novice Level. Unpublished Ph.D.
  • Thesis. University of Tsukuba, Japan. Kouicem, Kh.(2010). The effect of Classroom Interaction on Developing the Learners’
  • Speaking Skill: The case of third year LMD students of English at Constantine University. Unpublished M.A. Thesis. Mentouri University, Constantine. Luoma, S.(2004). Assessing Speaking (J.C. Alderson & L. F. Bachman, Eds.). Cambridge:
  • Cambridge University Press. Mehrang, Z, & Rahimpour, M.(2010).The impact of task structure and planning conditions on oral performance of EFL learners. Procedia Social and Behavioral Sciences, 2, 3678-3686.
  • Qian, D.(2009). Comparing Direct and Semi-Direct Modes for Speaking Assessment:
  • Affective Effects on Test Takers. Language Assessment Quarterly, 6, 113-125. Rahimpour, M. & Notash, M.Y.(2008).Investigating gender and topic in influence in learners' Task –prompted oral performance. Journal of the Faculty of Letters and Humanities,
  • University of Isfahan, 2(52), 111-123. Seedhouse, P. & Egbert, M.(2004). The interactional organization of the IELTS speaking test. IELTS Research Reports, 6(4), 1-45. Retrieved September 25, 2011, from http://www.ielts.org
  • Skehan, P.(2009). Modelling Second Language Performance: Integrating Complexity,
  • Accuracy, Fluency, and Lexis. Applied Linguistics, 30(4), 510-532. Sook, K.H.(2003). The types of speaking assessment tasks used by Korean Junior
  • Secondary school English teachers. Retrieved Dec. 3, 2011, from http://www.asian-­‐efl-­‐ journal/dec_03_sub.gl.htm(10f30).
  • Tavakoli, M. Ahmadian, M.J. (2012). The effect of different types of plannings on oral production of morphosyntactic features. Journal of TEFL (Teaching English Language and Literature Society of Iran, 3(10), 101-134.
  • Weir, C., O’Sullivan, B., & Horai, T.(2003). Exploring difficulty in Speaking tasks: an intra-task perspective. IELTS Research Reports, 6(5), 1-42.
  • Wigglesworth, G.(1997). An investigation of planning time and proficiency level on oral test discourse. Language Testing, 14, 85-106.
  • Wigglesworth, G, & Elder, C.(2010).An Investigation of the Effectiveness and Validity of
  • Planning Time in Speaking Test Tasks. Language Assessment Quarterly, 7(1), 1-24. Yakhabi, M.(2010).Effect of Comprehensible Input and Output on the Accuracy and Complexity of Iranian EFL Learners' Oral Speech. Unpublished M.A. Thesis Islamic Azad
There are 33 citations in total.

Details

Primary Language English
Subjects Engineering
Journal Section Special
Authors

Nafiseh Safarı Vesal

Morvarid Safarı Vesal This is me

Mansoor Tavakolı This is me

Publication Date May 13, 2015
Published in Issue Year 2015 Volume: 36 Issue: 3

Cite

APA Safarı Vesal, N., Safarı Vesal, M., & Tavakolı, M. (2015). The effect of task type on complexity, accuracy, and fluency of Iranian EFL candidates’ oral production: IELTS interview test in focus. Cumhuriyet Üniversitesi Fen Edebiyat Fakültesi Fen Bilimleri Dergisi, 36(3), 1154-1168.
AMA Safarı Vesal N, Safarı Vesal M, Tavakolı M. The effect of task type on complexity, accuracy, and fluency of Iranian EFL candidates’ oral production: IELTS interview test in focus. Cumhuriyet Üniversitesi Fen Edebiyat Fakültesi Fen Bilimleri Dergisi. May 2015;36(3):1154-1168.
Chicago Safarı Vesal, Nafiseh, Morvarid Safarı Vesal, and Mansoor Tavakolı. “The Effect of Task Type on Complexity, Accuracy, and Fluency of Iranian EFL candidates’ Oral Production: IELTS Interview Test in Focus”. Cumhuriyet Üniversitesi Fen Edebiyat Fakültesi Fen Bilimleri Dergisi 36, no. 3 (May 2015): 1154-68.
EndNote Safarı Vesal N, Safarı Vesal M, Tavakolı M (May 1, 2015) The effect of task type on complexity, accuracy, and fluency of Iranian EFL candidates’ oral production: IELTS interview test in focus. Cumhuriyet Üniversitesi Fen Edebiyat Fakültesi Fen Bilimleri Dergisi 36 3 1154–1168.
IEEE N. Safarı Vesal, M. Safarı Vesal, and M. Tavakolı, “The effect of task type on complexity, accuracy, and fluency of Iranian EFL candidates’ oral production: IELTS interview test in focus”, Cumhuriyet Üniversitesi Fen Edebiyat Fakültesi Fen Bilimleri Dergisi, vol. 36, no. 3, pp. 1154–1168, 2015.
ISNAD Safarı Vesal, Nafiseh et al. “The Effect of Task Type on Complexity, Accuracy, and Fluency of Iranian EFL candidates’ Oral Production: IELTS Interview Test in Focus”. Cumhuriyet Üniversitesi Fen Edebiyat Fakültesi Fen Bilimleri Dergisi 36/3 (May 2015), 1154-1168.
JAMA Safarı Vesal N, Safarı Vesal M, Tavakolı M. The effect of task type on complexity, accuracy, and fluency of Iranian EFL candidates’ oral production: IELTS interview test in focus. Cumhuriyet Üniversitesi Fen Edebiyat Fakültesi Fen Bilimleri Dergisi. 2015;36:1154–1168.
MLA Safarı Vesal, Nafiseh et al. “The Effect of Task Type on Complexity, Accuracy, and Fluency of Iranian EFL candidates’ Oral Production: IELTS Interview Test in Focus”. Cumhuriyet Üniversitesi Fen Edebiyat Fakültesi Fen Bilimleri Dergisi, vol. 36, no. 3, 2015, pp. 1154-68.
Vancouver Safarı Vesal N, Safarı Vesal M, Tavakolı M. The effect of task type on complexity, accuracy, and fluency of Iranian EFL candidates’ oral production: IELTS interview test in focus. Cumhuriyet Üniversitesi Fen Edebiyat Fakültesi Fen Bilimleri Dergisi. 2015;36(3):1154-68.