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Complementary functions of face-to-face and online oral achievement tests in a hybrid learning program
|Title:||Complementary functions of face-to-face and online oral achievement tests in a hybrid learning program|
|Date Issued:||01 Jan 2012|
|Publisher:||Heinle Cengage Learning|
|Citation:||Rott, S. (2012). Complementary functions of face-to-face and online oral achievement tests in a hybrid learning program. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 160-176. http://hdl.handle.net/102015/69714|
|Abstract:||Recent research has attended to various aspects of oral tasks. Yet there has been|
very little analysis of how different test tasks and formats are complementary in
terms of the skills they elicit. Moreover, the feasibility of conducting oral tests online
has not yet been well examined. The current exploratory investigation compared
students’ linguistic and interactional competencies in three commonly used
oral exam tasks: teacher–student interview, role-play, and monologue. The interview
and the role-play were conducted face to face (F2F), and the monologue was
conducted in an online format. The data collection was based on third-semester
German learners’ three- to five-minute responses to a speaking prompt and analyzed
for aspects of communication, interactional, discourse, lexical, and grammatical
competence. Results showed that in the online monologue and the F2F
interview, students demonstrated similar language abilities that complemented
language abilities demonstrated in the role-play.
|Appears in Collections:||
2012 HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES|
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