Volume 4, Issue 1 April 2021, pp. 1–18 
Regular Articles
Interpretations of spoken utterance fluency in simulated and face-to-face oral proficiency interviews
Ethan Quaid 
1, Alex Barrett 2
1 University of Nottingham Ningbo China, CHINA 
2 Alasala Colleges, USA
DOI: https://doi.org/10.29140/lea.v4n1.385
Abstract
Research examining test taker fluency in simulated and face-to-face oral proficiency interview performances has primarily focused on quantitative spoken utterance fluency data alone, with further qualitative investigation of test taker processing fluency’s effect being omitted. This study compared four test takers’ spoken utterance and processing fluencies in output retrieved from a computer-based Aptis General speaking test and a purposively developed identical face-to-face direct oral proficiency interview using a counterbalanced research design. Speed, composite, breakdown, and repair utterance fluency measures were analyzed from test performances using Praat speech analysis software and fully-coded transcribed spoken data, with processing fluency qualitative data retrieved through post-test stimulated recall verbal report interviews and questionnaires, and co-constructed, semi-structured interviews. Macro-level quantitative analysis results demonstrated that test takers’ spoken utterance fluency was broadly similar between delivery modes. The breakdown measures of filled and unfilled pauses were salient devices responsible for the minimal difference encountered between modes. The test takers’ qualitative data reflecting on their performances revealed aspects of processing fluency’s effect on test takers’ utterance fluency. In turn, processing fluency was influenced by both test takers’ cognitive and affective fluencies, through test taking strategy use, test taker characteristics, and the face validity of the test’s delivery mode.
Copyright
© Ethan Quaid, Alex Barrett
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Suggested citation
Quaid, E., & Barrett, A. (2021). Interpretations of spoken utterance fluency in simulated and face-to-face oral proficiency interviews. Language Education & Assessment, 4(1), 1–18. https://doi.org/10.29140/lea.v4n1.385
Related Articles:
EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education & Assessment Published: 30 April, 2019, Volume 2(1), 41–56.
Interculturality as collaborative identity management in language education
Claudia Borghetti
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.
Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Jason Martel
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Paula Garrett-Rucks
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An investigation of learners' use of CAN and COULD
Lauren Whitty
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.
