The ACTFL oral proficiency interview (OPI) test is widely adopted for second language (L2) assessment, with claimed benefits of eliciting fluent, realistic dialogic speech, and fostering a motivating learning experience. However, researchers have not reached a consensus on operationalizing its usefulness (Bachman & Palmer, 1996), particularly in ways that would enable direct comparison between test-taker performance and perceptions of the ACTFL OPI and in noninterview type L2 oral tests (e.g. IELTS for English or HSKK for Chinese), leaving a gap which needs addressing. Among non-OPI assessments, English tests such as IELTS have been widely evaluated, but HSKK remains under-investigated, despite the rapidly growing number of L2 Chinese learners, suggesting that closer investigation is needed of how different formats may impact on L2 Chinese test-takers’ oral proficiency and their attitudes towards the tests. The current study aims to fill these gaps in a novel mixed-methods case-study, investigating comparability between the ACTFL OPI and HSKK, in relation to range of outcomes in test-takers’ performance, to proficient and authentic use of linguistic knowledge, and perceptions of test experience. Participants were forty Chinese second language learners of various first language backgrounds and proficiency levels, previously unfamiliar with either type of test. Each participant was tested using standard ACTFL OPI and adapted HSKK procedures by professional testers over a 2-day testing period. Speech data were analysed to assess a) dispersion across ratings, b) proficiency in performance, using both objective indicators of complexity, accuracy and fluency, and evidence of “real-life” authentic speech. In addition, a survey and a group interview were conducted to gather data on participants’ experiences and perceptions of taking the tests. Results confirmed that the ACTFL OPI ratings were not as widely dispersed across test-takers as non-OPI scores; the ACTFL OPI speech samples elicited more variety of linguistic proficiency, and more real-life authentic speech style; the ACTFL OPI was also deemed more positive with potential washback effects toward more motivated learning experiences. This study reveals both limitations and advantages in using ACTFL OPI compared to non-OPI tests, particularly for L2 Chinese; overall the findings echo current pedagogic moves towards encouraging more authentic communicative speech abilities, both for assessment and real-life use.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)