Journal article

What scores from monologic speaking tests can(not) tell us about interactional competence

Carsten Roever, Naoki Ikeda



The overarching aim of the study is to explore the extent to which test takers’ performances on monologic speaking tasks provide information about their interactional competence. This is an important concern from a test use perspective, as stakeholders tend to consider test scores as providing comprehensive information about all aspects of L2 competence. One hundred and fifty test takers completed a TOEFL iBT speaking section consisting of six monologic tasks, measuring speaking proficiency, followed by a test of interactional competence with three monologues and three dialogues, measuring pragmalinguistic skills, the ability to recipient design extended discourse, and interactional manageme..

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University of Melbourne Researchers


Funding Acknowledgements

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by the Educational Testing Service (ETS) under a Committee of Examiners and the Test of English as a Foreign Language research grant. ETS does not discount or endorse the methodology, results, implications or opinions presented by the researchers.