ABSTRACT

This paper investigates the comparability between the video-conferencing and face-to-face modes of the IELTS Speaking Test in terms of scores and language functions generated by test-takers. Data were collected from 10 trained IELTS examiners and 99 test-takers who took two speaking tests under face-to-face and video-conferencing conditions. Many-facet Rasch Model (MFRM) analysis of test scores indicated that the delivery mode did not make any meaningful difference to test-takers’ scores. An examination of language functions revealed that both modes equally elicited the same language functions except asking for clarification. More test-takers made clarification requests in the video-conferencing mode (63.3%) than in the face-to-face mode (26.7%). Drawing on the findings, as well as practical implications, we extend emerging thinking about video-conferencing speaking assessment and the associated features of this modality in its own right.

摘要

本文研究了雅思口语考试视频会议和面对面模式在分数和考生生成的语言功能方面的可比性。数据来自 10 名经过培训的雅思考官和 99 名考生，他们在面对面和视频会议条件下参加了两次口语考试。对测试分数的多方面 Rasch 模型 (MFRM) 分析表明，交付模式对考生的分数没有任何意义。对语言功能的检查表明，除了要求澄清之外，两种模式都同样引发了相同的语言功能. 与面对面模式 (26.7%) 相比，视频会议模式 (63.3%) 中提出澄清请求的考生更多。根据研究结果以及实际意义，我们扩展了关于视频会议演讲评估的新兴思维以及这种模式本身的相关特征。