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dc.contributor.authorGirón García, Carolina
dc.contributor.authorLlopis Moreno, Claudia
dc.date.accessioned2016-02-10T10:10:24Z
dc.date.available2016-02-10T10:10:24Z
dc.date.issued2015-09
dc.identifier.citationGIRÓN-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.ca_CA
dc.identifier.issn2013-6196
dc.identifier.urihttp://hdl.handle.net/10234/149407
dc.description.abstractDuring 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.ca_CA
dc.description.sponsorShipThe research conducted in this article is part of the Education and Innovation research project: Proyecto de Innovación Educativa Universitat Jaume I 2779/13 Parámetros de aproximación a la evaluación de las destrezas orales en lengua inglesa: tipología, diseño de tests y criterios de validación.ca_CA
dc.format.extent31 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.language.isoengca_CA
dc.publisherUniversitat Autònoma de Barcelonaca_CA
dc.relation.isPartOfBellaterra Journal of Teaching & Learning Language & Literature, 2015, vol. 8, no 3ca_CA
dc.rightsCopyright (c) 2015 Bellaterra Journal of Teaching & Learning Language & Literature This work is licensed under a Creative Commons Attribution 4.0 International License.ca_CA
dc.subjectESP contextsca_CA
dc.subjectrubricca_CA
dc.subject‘Speaking Diagnostic Test’ca_CA
dc.subjectoral productionca_CA
dc.titleOral-based rubrics design: A case study with undergraduate Spanish students in ESP settingsca_CA
dc.typeinfo:eu-repo/semantics/articleca_CA
dc.identifier.doihttp://dx.doi.org/10.5565/rev/jtl3.604
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_CA
dc.relation.publisherVersionhttp://revistes.uab.cat/jtl3/article/view/v8-n3-giron_llopisca_CA


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