219
Views
0
CrossRef citations to date
0
Altmetric
Research Article

VALIDITY EVIDENCE: UNDERGRADUATE STUDENTS’ PERCEPTIONS OF TOEFL IBT HIGH SCORE SPOKEN RESPONSES

&

References

  • Adebayo, C. T., & Allen, M. (2020). The experiences of international teaching assistants in the U.S. classroom: A qualitative study. Journal of International Students, 10(1), 69–83. https://doi.org/10.32674/jis.v10i1.1086ojed.org/jis
  • Amos, Y. T., & Rehorst, N. (2018). Making interactions between domestic and international students meaningful. Journal of International Students, 8(3), 1346–1354. doi:10.5281/zenodo.1254592
  • Bachman, L. F. (2005). Building and supporting a case for test use. Language Assessment Quarterly, 2(1), 1–34. https://doi.org/10.1207/s15434311laq0201_1
  • Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford.
  • Bailey, K. (1982). Teaching in a second language: The communicative competence of non-native speaking teaching assistants. [Unpublished doctoral dissertation]. University of California Los Angeles.
  • Ballard, L., & Winke, P. (2017). Students’ attitudes towards English teachers’ accents: The interplay of accent familiarity, comprehensibility, intelligibility, perceived native speaker status, and acceptability as a teacher. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 121–140). Multilingual Matters.
  • Boersma, P., & Weenink, D. (2016). Praat: Doing phonetics by computer (Version 6.0.11) [Computer software]. https://www.fon.hum.uva.nl/paul/praat.html
  • Council of Graduate Schools. (2019). Graduate enrollment and degrees: 2008 to 2018. Washington, DC.
  • Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility: Evidence from four L1s. Studies in Second Language Acquisition, 19(1), 1–16. https://doi.org/10.1017/S0272263197001010
  • Derwing, T. M., & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42(4), 476–490. doi:10.1017/S026144480800551X
  • Educational Testing Service. (2014). TOEFL iBT test independent Speaking rubrics. http://www.ets.org/s/toefl/pdf/toeflspeakingrubrics.pdf
  • Farnsworth, T. L. (2013). An investigation into the validity of the TOEFL iBT speaking test for international teaching assistant certification. Language Assessment Quarterly, 10(3), 274–291. https://doi.org/10.1080/15434303.2013.769548
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage.
  • Fitch, F., & Morgan, S. E. (2003). “Not a lick of English”: Constructing the ITA identity through student narratives. Communication Education, 52(3–4), 297–310. https://doi.org/10.1080/0363452032000156262
  • Francis, A. L., & Nusbaum, H. C. (1999). Evaluating the quality of synthetic speech. In D. Gardner-Bonneau (Ed.), Human factors and voice interactive systems (pp. 63–97). Kluwer Academic Publishers.
  • Gorsuch, G. (2006). Classic challenges in international teaching assistant assessment. In D. Kaufman & B. Brownworth (Eds.), Professional development of international teaching assistants (pp. 69–80). TESOL.
  • Harding, L. (2017). Validity in pronunciation assessment. In O. Kang & A. Ginther (Eds.), Assessment in second language pronunciation (pp. 30–48). Routledge.
  • Hincks, R. (2005). Measures and perceptions of liveliness in student oral presentation speech: A proposal for an automatic feedback mechanism. System, 33(4), 575–591. https://doi.org/10.1016/j.system.2005.04.002
  • Institute of International Education. (2019). Number of international students in the United States hits all-time high. http://opendoors.iienetwork.org
  • Kang, O. (2010). Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness. System, 38(2), 301–315. https://doi.org/10.1016/j.system.2010.01.005
  • Kang, O., Rubin, D., & Lindemann, S. (2015). Mitigating US undergraduates’ attitudes toward international teaching assistants. TESOL Quarterly, 49(4), 681–706. https://doi.org/10.1002/tesq.192
  • Kang, O., Rubin, D., & Pickering, L. (2010). Suprasegmental measures of accentedness and judgments of language learner proficiency in oral English. The Modern Language Journal, 94(4), 554–566. https://doi.org/10.1111/j.1540-4781.2010.01091.x
  • Kormos, J., & Dénes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145–164. https://doi.org/10.1016/j.system.2004.01.001
  • Linacre, J. M. (2010). FACETS (Version 3.67) [Computer software]. SWReg Digital River, Inc. https://www.winsteps.com
  • Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103). Macmillan.
  • Munro, M. J., & Derwing, T. M. (1995a). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73–97. https://doi.org/10.1111/j.1467-1770.1995.tb00963.x
  • Munro, M. J., & Derwing, T. M. (1995b). Processing time, accent, and comprehensibility in the perception of native and foreign-accented speech. Language and Speech, 38(3), 289–306. https://doi.org/10.1177/002383099503800305
  • Munro, M. J., & Derwing, T. M. (2001). Modeling perceptions of the accentedness and comprehensibility of L2 speech the role of speaking rate. Studies in Second Language Acquisition, 23(4), 451–468. https://doi.org/10.1111/1467-9922.00038
  • Nagle, C. (2019). Developing and validating a methodology for crowdsourcing L2 speech ratings in Amazon Mechanical Turk. Journal of Second Language Pronunciation, 5(2), 294–323. https://doi.org/10.1075/jslp.18016.nag
  • Ockey, G. J., Koyama, D., Setoguchi, E., & Sun, A. (2015). The extent to which TOEFL iBT speaking scores are associated with performance on oral language tasks and oral ability components for Japanese university students. Language Testing, 32(1), 39–62. https://doi.org/10.1177/0265532214538014
  • Oppenheim, N. (1998, March). Undergraduates’ assessment of international teaching assistants’ communicative competence. [Paper presentation]. The annual meeting of the Teachers of English to Speakers of Other Languages, Seattle, WA, United States.
  • Pickering, L. (1999). An analysis of prosodic systems in the classroom discourse of native speaker and nonnative speaker teaching assistants. [Unpublished doctoral dissertation]. University of Florida.
  • Pickering, L. (2004). The structure and function of intonational paragraphs in native and nonnative speaker instructional discourse. English for Specific Purposes, 23(1), 19–43. https://doi.org/10.1016/S0889-4906(03)00020-6
  • Ryan, J., & Viete, R. (2009). Respectful interactions: Learning with international students in the English-speaking academy. Teaching in Higher Education, 14(3), 303–314. https://doi.org/10.1080/13562510902898866
  • Saif, S. (2002). A needs-based approach to the evaluation of the spoken language ability of international teaching assistants. Canadian Journal of Applied Linguistics, 5(1), 145–167.
  • Sato, T., Burge-Hall, V., & Matsumoto, T. (2020). American undergraduate students’ social experiences with Chinese international students. International Journal of Educational Reform, 29(4), 354–370. https://doi.org/10.1177/1056787920927682
  • Schmidgall, J. (2013). Modeling speaker proficiency, comprehensibility, and perceived competence in a language use domain. [Unpublished doctoral dissertation]. University of California.
  • Thomas, C. F., & Monoson, P. K. (1991). Issues related to state-mandated English language proficiency requirements. In J. D. Nyquist, R. D. Abbot, D. H. Wulff, & J. Sparuge (Eds.), Preparing the professoriate of tomorrow to teach: Selected readings in TA training (pp. 382–392). Kendall-Hunt.
  • Trofimovich, P., & Baker, W. (2006). Learning second language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. Studies in Second Language Acquisition, 28(1), 1–30. https://doi.org/10.1017/S0272263106060013
  • Yeh, C. J., & Inose, M. (2003). International students’ reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress. Counselling Psychology Quarterly, 16(1), 15–28. https://doi.org/10.1080/0951507031000114058

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.