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ACTFL Oral Proficiency Interview -- Computer (OPIc)
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Isbell, Dan; Winke, Paula – Language Testing, 2019
The American Council on the Teaching of Foreign Languages (ACTFL) oral proficiency interview -- computer (OPIc) testing system represents an ambitious effort in language assessment: Assessing oral proficiency in over a dozen languages, on the same scale, from virtually anywhere at any time. Especially for users in contexts where multiple foreign…
Descriptors: Oral Language, Language Tests, Language Proficiency, Second Language Learning
Using the ACTFL OPIc to Assess Proficiency and Monitor Progress in a Tertiary Foreign Languages Program
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Isbell, Daniel R.; Winke, Paula; Gass, Susan M. – Language Testing, 2019
Language tests are useful for many purposes, including monitoring language learning progress and evaluating language programs. This study investigated the interpretations and usefulness of the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview -- Computer (OPIc) scores across four languages at a large US…
Descriptors: Oral Language, Language Proficiency, Second Language Learning, Language Tests
Using Different Carrots: How Incentivization Affects Proficiency Testing Outcomes
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Gass, Susan; Van Gorp, Koen; Winke, Paula – Foreign Language Annals, 2019
This study represents program-level action research. A U.S. university Spanish language program had a goal for students to reach the ACTFL (2012) Intermediate Mid level after 2 years. An empirical question that resulted after regular end-of-year testing was whether the students were doing their best on assessments. To investigate this, 253…
Descriptors: Language Proficiency, Second Language Learning, Second Language Instruction, Language Tests
Young Learners' Response Processes When Taking Computerized Tasks for Speaking Assessment
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Lee, Shinhye; Winke, Paula – Language Testing, 2018
We investigated how young language learners process their responses on and perceive a computer-mediated, timed speaking test. Twenty 8-, 9-, and 10-year-old non-native English-speaking children (NNSs) and eight same-aged, native English-speaking children (NSs) completed seven computerized sample TOEFL® Primary™ speaking test tasks. We investigated…
Descriptors: Elementary School Students, Second Language Learning, Responses, Computer Assisted Testing
The Influence of Second Language Experience and Accent Familiarity on Oral Proficiency Rating: A Qualitative Investigation
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Winke, Paula; Gass, Susan – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2013
This study investigates whether raters' knowledge of test takers' first language (L1) affects how the raters orient themselves to the task of rating oral speech. The authors qualitatively investigated the effects of accent familiarity on raters' score assignment processes. Twenty-six trained raters with a second language of Mandarin Chinese,…
Descriptors: Second Language Learning, English (Second Language), Pronunciation, Language Tests
The Differences among Three-, Four-, and Five-Option-Item Formats in the Context of a High-Stakes English-Language Listening Test
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Lee, HyeSun; Winke, Paula – Language Testing, 2013
We adapted three practice College Scholastic Ability Tests (CSAT) of English listening, each with five-option items, to create four- and three-option versions by asking 73 Korean speakers or learners of English to eliminate the least plausible options in two rounds. Two hundred and sixty-four Korean high school English-language learners formed…
Descriptors: Academic Ability, Stakeholders, Reliability, Listening Comprehension Tests