The Effects of Speaking Portfolios on Interactional Competence of Thai EFL Undergraduate Students
DOI:
https://doi.org/10.58837/CHULA.PPJ.38.9Keywords:
interactional competence, speaking portfolios, speaking instruction, portfolio assessmentAbstract
Interactional competence has been in the limelight of L2 instruction and assessment over recent decades as has the use of portfolio assessment in language classrooms to provide students with opportunities to monitor their own progress as well as enhancing their language skills. Therefore, this present study was conducted to examine the effects of using speaking portfolios on interactional competence of Thai EFL undergraduate students in order to serve two major objectives: 1) to examine the effects of using speaking portfolios on students’ interactional competence; and 2) to examine how students perceive the implementation of speaking portfolios. The instruments used included instructional materials with the use of speaking portfolios as an instructional and assessment tool, a speaking test administered at the pre- and post-implementation stages, and an attitude survey form. The data derived from 42 participants assigned to the researcher as an intact group were computed and analysed using descriptive statistics and paired sample t-test. The results of this study show that there were statistically significant differences in pre-test and post-test scores of all speaking tasks which could reflect a positive effect of speaking instruction implementation with the use of speaking portfolios on students’ interactional competence scores. In addition, it was found that at the post-implementation stage the average results of the attitude survey had improved. Thus, this present study can provide interested readers with a practical pedagogical approach for interactional competence instruction.
References
Abe, M., & Roever, C. (2019). Interactional competence in L2 text-chat interactions: First-idea proffering in task openings. Journal of Pragmatics, 144, 1–14. https://doi.org/10.1016/j.pragma.2019.03.001
Al-Gahtani, S., & Roever, C. (2012). Proficiency and sequential organization of L2 requests. Applied Linguistics, 33(1): 42–65. https://doi.org/10.1093/applin/amr031
Barraja-Rohan, A.-M. (2011). Using conversation analysis in the second language classroom to teach interactional competence. Language Teaching Research, 15(4): 479–507. https://doi.org/10.1177/1362168811412878
Brown, H. D. (2003). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education.
Cabrera-Solano, P. (2020). The use of digital portfolios to enhance English as a foreign language speaking skills in higher education. International Journal of Emerging Technologies in Learning, 15(24): 159–175. https://doi.org/10.3991/ijet.v15i24.15103
Çağatay, S., O. (2012). Speaking portfolios as an alternative way of assessment in an EFL context. [Unpublished Master thesis]. Bilkent University, Ankara, Turkey.
Chalhoub-Deville, M. (2003) Second language interaction: Current perspectives and future trends. Language Testing, 20(4): 369–383. https://doi.org/10.1191/0265532203lt264oa
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New Jersey: Lawrence Erlbaum Associates.
Cummins, P. W., & Davesnes, C. (2009). Using electronic portfolios for second language assessment. The Modern Language Journal, 93, 848–867.
Duong, M. T., Cuc, N. T. K., & Griffin, P. (2011). Developing a framework to measure process-oriented writing competence: A case of Vietnamese EFL students’ formal portfolio assessment. RELC Journal. 42(2): 167–185. https://doi.org/10.1177/0033688211402179
Galaczi, E. (2014). Interactional competence across proficiency levels: How do learners manage interaction in paired speaking tests? Applied Linguistics, 35(5): 553–574. https://doi.org/10.1093/applin/amt017
Galazci, E., & Taylor, L. (2018). Interactional competence: Conceptualisations, operationalisations, and outstanding questions. Language Assessment Quarterly. 15(3): 219–236. https://doi.org/10.1080/15434303.2018.1453816
Gan, Z. (2010). Interaction in group oral assessment: A case study of higher- and lower-scoring students. Language Testing, 27(4): 585–602. https://doi.org/10.1177/0265532210364049
Ginther, A., & Yan, X. (2018). Interpretating the relationships between TOEFL iBT scores and GPA: Language proficiency, policy, and profiles. Language Testing, 35(2): 271–295. https://doi.org/10.1177/0265532217704010
Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.
Hall, J. K., Hallermann, J., & Pekarek Doehler, S. (2011). L2 interactional competence and development. Multilingual Matters. https://doi.org/10.21832/9781847694072
Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory and research. Hampton Press.
He, A. W., & Young, R. (1998). Language proficiency interview: A discourse approach. In R. Young & A. W. He (Eds.), Talking and testing: Discourse approaches to the assessment of oral proficiency (pp. 1–24). John Benjamins.
Huang, H. T. D., & Hung, S. T. A. (2010). Implementing electronic speaking portfolios: Perceptions of EFL students. British Journal of Educational Technology, 41(5), E84–E88. https://doi.org/10.1111/j.1467-8535.2009.00996.x
Ivanova, O. I. (2017). The use of e-portfolio to develop English language learners’ autonomy and independence. Information Technologies and Learning Tools, 60(4), 155–165. https://doi.org/10.33407/itlt.v60i4.1677
Kasper, G. (2006). Beyond repair: Conversation analysis as an approach to SLA. AILA Review, 19(1): 83–99. https://doi.org/10.1075/aila.19.07kas
Khamkhien, A. (2010). Teaching English speaking and English-speaking tests in the Thai context: A reflection from the Thai perspective. English Language Teaching. 3(1): 184–190. https://doi.org/10.5539/elt.v3n1p184
Kramsch, C. (1986). From language proficiency to interactional competence. The Modern Language Journal, 70(4): 366–372. https://doi.org/10.2307/326815
Krathwohl, D., Bloom, B. S., & Masia, B. (1964). Taxonomy of educational objectives: The classification of educational goals, Handbook II: Affective domain. David McKay Company.
Kunitz, S., & Yeh, M. (2019). Instructed L2 interactional competence in the first year. In M. R. Salaberry, & S. Kunitz. (Eds.), Teaching and testing L2 interactional competence: Bridging theory and practice (pp. 228–258). Routledge.
Kwak, Y., & Yin, J. (2018). Using electronic speaking portfolios for assessment in the EFL classroom: Students’ perspective. Korean Journal of English Language and Linguistics, 18(4): 442–469. https://doi.org/10.15738/kjell.18.4.201812.442
Lam, D. M. K. (2015). Assessing interactional competence: The case of school-based speaking assessment in Hong Kong. [Unpublished doctoral thesis]. University of Edinburgh, UK.
Lam, D. M. K. (2018). What counts as “responding”? contingency on previous speaker contribution as a feature of interactional competence. Language Testing, 35(3): 377–401. https://doi.org/10.1177/0265532218758126
Ma’arif, A. S., Abdullah, F., Fatimah, A., & Hidayati, A. N. (2021). Portfolio-based assessment in English language learning: Highlighting the students' perceptions. J-SHMIC Journal of English for Academic, 8(1), 1–11. https://doi.org/10.25299/jshmic.2021.vol8(1).6327
Mak, P., & Wong, K. M. (2017). Self-regulation through portfolio assessment in writing classrooms. ELT Journal, 72(1): 49–61. https://doi.org/10.1093/elt/ccx012
May, L., Nakatsuhara, F., Lam, D., & Galaczi, E. (2019). Developing tools for learning oriented assessment of interactional competence: Bridging theory and practice. Language Testing, 37(2), 165–188. https://doi.org/10.1177/0265532219879044
Ochs, E. (1996). Linguistic resources for socializing humanity. In J. Gumperz, & S. Levinson (Eds.), Rethinking linguistic relativity (pp. 407–437). Cambridge University Press.
O’Malley, J. M., & Valdez Pierce, L. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Longman.
Patharakorn, P. (2018). Assessing interactional competence in a multiparty role-play task: A mixed method study. [Doctor of Philosophy Dissertation]. University of Hawai’i, Manoa, USA.
Pintrich (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.). Handbook of Self-Regulation (pp. 451–502). Academics Press.
Plough, I., Banerjee, J., & Iwashita, N. (2018). Interactional Competence: Genie out of the bottle. Language Testing, 35(3): 427–445. https://doi.org/10.1177/0265532218772325
Roever, C., & Kasper, G. (2018). Speaking in turn and sequences: Interactional Competence as a target construct in testing speaking. Language Testing, 35(3): 331–355. https://doi.org/10.1177/0265532218758128
Teng, B., & Sinwongsuwat, K. (2015). Improving English conversation skills through explicit CA informed instruction: A study of Thai university students. Pasaa Paritat Journal, 30, 65–104.
VanPatten, B., Smith, M., & Benati, A. (2020). Key questions in second language acquisition: An introduction. Cambridge University Press. http://dx.doi.org/10.1017/9781108761529
Waring, H. (2018). Teaching L2 interactional competence: Problems and possibilities. Classroom Discourse, 9(1), 57–67. https://doi.org/10.1080/19463014.2018.1434082
Wong, J., & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/ EFL teachers. New York: Routledge.
Yekta, R. R., & Kana’ni, M. A. (2020). Using Google Drive as the e-portfolios for the assessment of speaking fluency in Iran high schools. International Journal of Research in English Education, 5(2): 49–60.
Yin, M. (2014). Portfolio Assessment in the Classroom. In A. J. Kunnan (Ed.). The companion to language assessment (CLA) (pp. 114–130). Wiley-Blackwell.
Young, R. F. (2011). Interactional competence in language learning, teaching, and testing. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, Volume II (pp. 426–443). Routledge.
Young, R. F. (2019). Interactional competence and L2 pragmatics. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 93–110). Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Pasaa Paritat Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
