Oral-based rubrics design: A case study with undergraduate Spanish students in ESP settings
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comunitat-uji-handle2:10234/8015
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Título
Oral-based rubrics design: A case study with undergraduate Spanish students in ESP settingsFecha de publicación
2015-09Editor
Universitat Autònoma de BarcelonaISSN
2013-6196Cita bibliográfica
GIRÓN-GARCÍA, Carolina; LLOPIS-MORENO, Claudia. Oral-based rubrics design: A case study with undergraduate Spanish students in ESP settings. Bellaterra Journal of Teaching & Learning Language & Literature, 2015, vol. 8, no 3, p. 47-77.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://revistes.uab.cat/jtl3/article/view/v8-n3-giron_llopisVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
During several decades, considerable attention has been paid to speaking assessment procedures. Probably, the reason for this relevance lies in the difficulties in dealing with oral assessment and in determining the ... [+]
During several decades, considerable attention has been paid to speaking assessment procedures. Probably, the reason for this relevance lies in the difficulties in dealing with oral assessment and in determining the adequate type of assessment (Campbell, Mothersbaugh, Brammer & Taylor, 2001; Stoynoff, 2013; Schwartz & Arena, 2013). The main aim of this article is to analyze to what extent students’ oral competences (such as their English competence and fluency) affect their peers’ English oral production. More precisely, we intend to study effective procedures to assess oral production in ESP contexts. In order to assess our students, we have designed a speaking-based rubric as the main instrument (called ‘Speaking Diagnostic Test’), based on previous research (Wilson, 2006; Spandel, 2006). A total number of 10 participants were selected in the 1st year course at Universitat Jaume I (Spain). In order to carry out our investigation two different instruments were used for data collection: (1) A ‘Student Questionnaire’ to reflect students’ preferences towards taking an oral exam with their peers; and a (2) ‘Speaking Diagnostic Test’ so as to assess students’ oral production in English concerning the following variables: fluency, vocabulary, grammar, pronunciation, coherence, and communicative ability. The results obtained from both questionnaires will help us identify to what extent students’ preferences in working with other classmates influence their English oral production and therefore to what extent these results could lead to the reformulation and modification of the assessment methods. [-]
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Bellaterra Journal of Teaching & Learning Language & Literature, 2015, vol. 8, no 3Derechos de acceso
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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