2012 HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES Complementary functions of face-to-face and online oral achievement tests in a hybrid learning program

Complementary functions of face-to-face and online oral achievement tests in a hybrid learning program

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bitstream:
http://scholarspace.manoa.hawaii.edu/bitstream/10125/69714/1/2012_08.pdf
bitstream_txt:
http://scholarspace.manoa.hawaii.edu/bitstream/10125/69714/2/2012_08.pdf.txt
collection:
2012 HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES
contributor.author:
Rott, Susanne
date.accessioned:
2020-12-14T23:17:56Z
date.available:
2020-12-14T23:17:56Z
date.issued:
2012-01-01
description.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.
description.provenance:
Made available in DSpace on 2020-12-14T23:17:56Z (GMT). No. of bitstreams: 1 2012_08.pdf: 736056 bytes, checksum: 1bf58e5bd222d32475a9efc123e47cf2 (MD5) Previous issue date: 2012-01-01
endingpage:
176
identifier.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
identifier.uri:
http://hdl.handle.net/10125/69714
publisher:
Heinle Cengage Learning
site_url:
/item/299
startingpage:
160
title:
Complementary functions of face-to-face and online oral achievement tests in a hybrid learning program
type:
Article
type.dcmi:
Text
volume:
2012