Abstract
This study investigates the validity of the Diagnostic College English Speaking Test (DCEST) in the context of EFL teaching and learning in China. The experiment was conducted in three stages over the course of eight weeks at a national key university in China. By means of test administration and questionnaire survey, the researcher gathered various types of data from the control and the experiment group. The results demonstrated that the DCEST had achieved satisfactory reliability and validity. The DCEST displayed a high intra-rater reliability (r = .966) and inter-rater reliability (r = .884). The construct validity of the DCEST was evidenced by the means of factor analysis, which showed that three factors loaded heavily on each of the three test tasks and accounted for a total of 78.69% of the score variance. The analysis of the questionnaire data provided supportive evidence to the face validity of the DCEST. The paper concludes with suggestions for further research into the impact of the DCEST on oral English teaching.
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