Test-takers’ Perceptions of Paired Speaking Tests and the Role of Interlocutor Variables in Pairing

Abstract

As a mixed-method study, the paper investigated EFL test-takers’ perceptions of paired speaking tests and the role of interlocutor variables (i.e., peer interlocutor’s acquaintanceship, gender and proficiency level) in pairing in a Cambridge English Language Assessment Open Centre. The participants (N=148), having experienced sitting either live paired speaking tests of Cambridge ESOL (group P, n= 53) or only IELTS solo interview, (group S, n=48) or both (group P-S, n=47), completed a validated Likert-scale questionnaire. Sixty three of the participants also attended, on a voluntary basis, a semi-structured interview. The findings indicated group P test-takers had significantly more positive perceptions of paired/group speaking tests than their counterparts in group P-S, who in turn had significantly more positive perceptions of pairing than group S participants. Also, the interview results revealed the majority of the participants preferred friend, same-proficiency-level, and same-gender peer interlocutors. The (culture-specific) reasons for the findings are discussed in detail.