Thus far, few research studies have examined the practice of integrated speaking test tasks in the field of second/foreign language oral assessment. This dissertation utilized structural equation modeling (SEM) and qualitative techniques to explore the relationships among topical knowledge, anxiety, and integrated speaking test performance and to compare the influence of topical knowledge and anxiety, respectively, on independent speaking test performance and integrated speaking test performance. Three instruments were employed in this study. First, three integrated tasks were derived from TOEFL-iBT preparation materials, and three independent tasks were developed specifically for this research study. Second, four topical knowledge tests (TKTs) were constructed by six content experts and validated on a group of 421 Taiwanese EFL learners. Third, the state anxiety inventory (SAI) from the State-Trait Anxiety Inventory was adopted. A total of 352 Taiwanese EFL students were recruited for the official study. At the first stage, they filled out the personal information sheet and responded to the TKTs. At the second stage, they took two independent tasks for which they spoke without input support, responded to an SAI, performed two integrated tasks in which they orally summarized the textual and auditory input given to them, and completed another SAI. Finally, 23 volunteers took part in follow-up interviews. The quantitative data were analyzed using the two-step SEM approach and the interview data were examined using a series of qualitative techniques, leading to five primary findings. First, topical knowledge and anxiety both strongly influenced the integrated speaking performance, though in an opposite manner. Second, topical knowledge did not significantly affect anxiety. Third, the effect of topical knowledge on independent speaking performance and integrated speaking performance varied depending on the topics of the tasks. Fourth, the impact of anxiety on independent speaking performance and integrated speaking performance also differed according to the topics of the tasks. Fifth, participants were overwhelmingly positive about the integrated tasks. In light of the findings, several implications are proposed for second/foreign language oral assessment theory, research methodology, and practice. / text

No description available.

The present study investigates the nature of communicative language ability as manifested in performance on the TOEFL iBT® test, as well as the relationship between this ability with test-takers' study-abroad and learning experiences. The research interest in the nature of language ability is shared by the language testing community, whereas understanding the factors that affect language acquisition has been a focus of attention in the field of second language acquisition (Bachman & Cohen, 1998). This study utilizes a structural equation modeling approach, a hybrid of factor analysis and path analysis, to address issues at the interface between language testing and second language acquisition. The purpose of this study is two-fold. The first has a linguistic focus: to provide empirical evidence to enhance our understanding of the nature of communicative language ability by examining the dimensionality of this construct in both its absolute and relative senses. The second purpose, which has a social and cultural orientation, is to investigate the possible educational, social, and cultural influences on the acquisition of English as a foreign language, and the relationships between test performance and test-taker characteristics. The results revealed that the ability measured by the test was predominantly skill-oriented. The role of the context of language use in defining communicative language ability could not be confirmed due to a lack of empirical evidence. As elicited by the test, this ability was found to have equivalent underlying representations in two groups of test-takers with different context-of-learning experiences. The common belief in the superiority of the study-abroad environment over learning in the home country could not be upheld. Furthermore, both study-abroad and home-country learning were proved to have significant associations with aspects of the language ability, although the results also suggested that variables other than the ones specified in the models may have had an impact on the development of the ability being investigated. From a test validation point of view, the results of this study provide crucial validity evidence regarding the test's internal structure, this structure's generalizability across subgroups of test-takers, as well as its external relationships with relevant test-taker characteristics. Such a validity inquiry contributes to our understanding of what constitutes the test construct, and how this construct interacts with the individual and socio-cultural variables of foreign language learners and test-takers.