Towards a framework for effective group oral assessment in the ESP classroom

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dc.contributor.advisor Read, J en
dc.contributor.advisor East, M en
dc.contributor.author Shak Yee Ping, Priscilla en
dc.date.accessioned 2019-12-02T01:42:58Z en
dc.date.issued 2019 en
dc.identifier.uri http://hdl.handle.net/2292/49281 en
dc.description.abstract Recent years have witnessed a surge in the use of group work in the language classrooms worldwide. While this development is exciting for proponents of communicative language teaching, not much literature is available for practitioners to deliberate on, or guide the processes of implementing the group oral format, much less the group oral assessment. Primarily, concerns regarding the effectiveness and fairness of this assessment mode are often articulated. Challenges related to working in teams often compound this phenomenon and further complicate the implementation of such assessments in the second language testing context. Nevertheless, although sporadic, previous studies have indicated much potential in this assessment mode, specifically in the assessment of the interactional competence of second language learners. This study, undertaken in the context of an English for Occupational Purposes (EOP) course offered by a university in Malaysia, proposes a framework for effective group oral assessment in an English for Specific Purposes (ESP) context which draws on both theoretical and empirical evidence. Adopting a qualitative approach, data was obtained through audio recording and observation of real-time classroom assessment sessions, in-depth pre- and post-interviews, and focus group discussions with students and instructors of the EOP course. Through investigation of the interactional dynamics of students participating in a classroom discussion assessment, this study aims to uncover interactional practices and strategies that facilitate a successful group assessment. Findings indicated that there were strategies that could be employed by the students to enable them to present their communicative skills more effectively while allowing the instructors the means of assessing these interactions more accurately through strategic task design, diligent administration, and with the aid of an efficient marking scheme. Drawing on the analysis of the qualitative datasets, the study presents a suggested framework for effective group oral assessment that is applicable to similar language assessment settings. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265191011902091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/nz/ en
dc.title Towards a framework for effective group oral assessment in the ESP classroom en
dc.type Thesis en
thesis.degree.discipline Applied Linguistics en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The author en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.elements-id 788170 en
pubs.record-created-at-source-date 2019-12-02 en


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http://creativecommons.org/licenses/by-nc-nd/3.0/nz/ Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/3.0/nz/

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