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    Computerized or face-to-face oral testing? A tutor’s critical reflection of Japanese beginners’ test experience and learner anxiety

    82098.pdf (413.2Kb)
    Access Status
    Open access
    Authors
    Chen, Julian
    Hasegawa, Hiroshi
    Collopy, Teagan
    Date
    2020
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Chen, C.J. and Hasegawa, H. and Collopy, T. 2020. Computerized or face-to-face oral testing? A tutor’s critical reflection of Japanese beginners’ test experience and learner anxiety. Humanising Language Teaching. 22 (6).
    Source Title
    Humanising Language Teaching
    Additional URLs
    https://www.hltmag.co.uk/dec20/computerised-or-face-to-face-oral-testing
    Faculty
    Faculty of Humanities
    School
    School of Education
    Remarks

    First published on Humanising Language Teaching. Reproduced with permission from the publisher.

    URI
    http://hdl.handle.net/20.500.11937/82039
    Collection
    • Curtin Research Publications
    Abstract

    Despite its pedagogical benefits such as time-efficiency, uniformity, prompt feedback and reporting, computerised oral testing (COT) in languages other than English is nevertheless underutilized in the context of Japanese teaching and learning at the Australian university level. After a pilot study on the effectiveness of the COT delivery, the Japanese tutor’s critical reflection was investigated further via a follow-up survey and semi-structured interview. This reflective article reports on the tutor’s perspective as a COT assessor, its impact on students’ oral test performance including learner anxiety and administrative benefits, compared to her past experiences in employing the traditional face-to-face (F2F) oral interview test. The article concludes with the best practices and lessons learned from this COT approach that can be applied to other foreign language oral assessments using COT at the tertiary level.

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