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  • 1.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Diverging task orientations in L2 oral proficiency tests: a conversation analytic approach to participant understandings of pre-set discussion tasks2013In: Nordic Journal of Modern Language Methodology, E-ISSN 1894-2245, Vol. 2, no 1, p. 1-21Article in journal (Refereed)
    Abstract [en]

    Presumably most students strive to do well in school and on national tests. However, even in standardized tests, students’ and examiners’ expectations on what it means to ‘do well’ may diverge in ways that are consequential to performance and assessment. In this paper, we examine how students and teachers in an L2 English peer–peer speaking national test (9th grade) display their understandings of appropriate ways of dealing with pre-set discussion tasks. Using conversation analysis and 38 recorded national tests in English in Sweden, we demonstrate, e.g., how teachers’ displayed understandings of how tasks should be appropriately handled steer the interactional trajectory between students in particular directions. The analysis shows that participants spend much time on negotiating understandings of the task-at-hand. We argue that in terms of valid assessment of oral proficiency, task understandings merit more attention, as task negotiations inevitably generate different conditions for different dyads and teachers.

  • 2.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Nyroos, Lina
    Uppsala universitet.
    Research-based professional development workshops for EFL teachers: Focus on oral test interaction2016In: Nordic Journal of Modern Language Methodology, E-ISSN 1894-2245, Vol. 4, no 1, p. 24-48Article in journal (Refereed)
    Abstract [en]

    In this paper, we address language teachers’ continuing professional development (CPD) and engagement with research by demonstrating how research on English as a foreign language (EFL) speaking tests can be applied in professional training workshops on oral test interaction and assessment. Data were drawn from an ongoing research project targeting 9th-grade national English speaking tests in Sweden. Authentic test recordings analysed in a previous study (Sandlund & Sundqvist, 2013) formed the basis for workshops designed to initiate discussions on testing and assessing EFL oral proficiency. The two-fold aim of the study is to implement a research-based workshop model for increasing teachers’ awareness of interaction in speaking tests, and to analyse teachers’ self-reported insights from workshop participation with regard to conducting speaking tests and assessing oral proficiency. Workshop experiences were followed up with questionnaires. Findings reveal some noteworthy pedagogical implications of collaborative work with test recordings and assessment.

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CiteExportLink to result list
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Citation style
  • apa
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  • Other style
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  • de-DE
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  • en-US
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More languages
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