Simulated Oral Proficiency Interview Research Articles

Proficiency and pragmatic production in L2 Chinese study abroad

This study documented the development of pragmatic production and proficiency of L2 Chinese learners in a study abroad context and explored the relationship between proficiency and L2 pragmatic development. The participants were 129 learners of Chinese who attended a 15-week study abroad program in China. At the beginning and end of their program study, all participants completed a Chinese proficiency test and a Chinese simulated oral proficiency interview. The results showed that the learners’ pragmatic production and proficiency both improved from the pretest to posttest, but the pragmatic improvement did not relate to their proficiency development in study abroad. The findings might be explained by varying levels of development in learners’ proficiency and pragmatic production during study abroad.

Integrating Digital Technology in an Intensive, Fully Online College Course for Japanese Beginning Learners: A Standards‐Based, Performance‐Driven Approach

AbstractThe development of distance learning courses for less commonly taught languages (LCTLs) often meets with instructional challenges, especially for Asian LCTLs with their distinct non‐Roman characters and structures. This study documents the implementation of a fully online, elementary Japanese course at Stony Brook University. The curriculum was designed around the American Council on the Teaching of Foreign Languages's (ACTFL) World‐Readiness Standards for Learning Languages; performance‐driven assessments; and task‐supported, technology‐enhanced principles. Asynchronous and synchronous tools were incorporated to facilitate task delivery and reduce the virtual isolation of learners. A simulated Oral Proficiency Interview (OPI) was conducted for the online students in order to compare their oral performance with that of the face‐to‐face (F2F) cohort in the preceding semester. Quantitative results show that online students outperformed their F2F counterparts in most of the Integrated Performance Assessment's scoring criteria, with a statistically significant difference in the criterion “Communication strategies.” Survey results indicate students’ positive attitudes toward language gains and corroborate the qualitative results gleaned from student learning journals and survey responses: Students’ sense of isolation was replaced by a sense of co‐presence. We conclude that developing an online LCTL course, though challenging, is feasible and maximizes outcomes through the synergy of multimodal digital platforms, and a standards‐based, task‐driven curriculum design.

Maximizing L2 Speaking Practice through iPads

This study investigates the effects of additional out-of-class speaking practice, using a simple iPad application, on students’ overall speaking proficiency, fluency, and syntactic complexity. Students in the experimental and control groups (N = 52) completed an adapted Simulated Oral Proficiency Interview (SOPI) at the end of the semester, which was rated by two independent raters. Results of an independent-samples t-test revealed statistically significant differences between the two groups. The students who had received additional speaking practice on iPads achieved higher SOPI scores than the students in the control group. Two of the seven tasks of the SOPI test were used for the analysis of fluency and complexity. Results did not show any statistically significant differences between the two groups for fluency and complexity. The study suggests that mobile technology can be effectively implemented for beginning language learners to enhance their learning outcomes.

The Development of L2 Fluency During Study Abroad: A Cross‐Language Study

Examining speech samples from 75 American university students learning 1 of 3 languages (Mandarin, Russian, and Spanish), this article reports on a study of second language (L2) learners’ oral fluency development and its relationship with their gains in holistic proficiency ratings during a semester abroad. In study abroad research, there is a need for large‐scale studies that systematically investigate learners’ L2 development (Kinginger, ; Rees & Klapper, ). To address this need, the project used a quantitative design involving learners of 3 languages from multiple cohorts and diverse sending and destination institutions. Results from an analysis of 600 speech samples from 150 pretest and posttest Simulated Oral Proficiency Interviews (SOPIs) showed significant increases in speech rate as well as differences between the 3 language groups. The study also investigated the relationship between holistic oral proficiency ratings and fine‐tuned fluency measures and found some limited relationships between them. These findings can provide methodological suggestions for researchers interested in L2 fluency development among study abroad students and implications for foreign language educators and policy makers to promote study abroad and language learning.

ASSESSING SECOND-LANGUAGE ORAL PROFICIENCY FOR RESEARCH

Proficiency is a key variable in late second language (L2) learning, but one that is undermeasured in current research. This study investigates whether L2 oral proficiency can be quickly and reliably assessed via the Spanish “elicited imitation task” (EIT; Ortega, Iwashita, Rabie, & Norris, 1999). Thirty-seven L2 learners of Spanish with varied L2 experience (from low to very advanced) were tested. The EIT’s external validity was assessed via correlation with the simulated oral proficiency interview. Further analyses examined the EIT’s internal reliability, discriminatory power, and usefulness in identifying subgroups (clusters) of learners within the sample. Results strongly support the utility of the Spanish EIT for measurement of oral proficiency in SLA research. Moreover, the availability of parallel EITs in other languages promises to facilitate comparisons across studies. Thus, more precise measurement and analysis of proficiency in SLA research is called for via standardized measurements including the EIT.

L2 development during study abroad in China

Abstract This study analyzed L2 Chinese development in regards to fluency, tonal accuracy, vocabulary acquisition, and task fulfillment during a study abroad (SA) program in China. Tonal accuracy has not been investigated in previous SA research, which has focused largely on non-tonal languages. Furthermore, task fulfillment, a metric linked to L2 proficiency and linguistic ability has not been included in previous SA research either. Twenty-two L2 learners of Chinese completed Simulated Oral Proficiency Interviews (SOPIs) before and after SA. These SOPI recordings were analyzed for a series of fluency measures (speech rate, filled pauses, unfilled pauses, and mean pause length), tonal accuracy percentages, type-token ratios, and task fulfillment. Mixed linear model analyses of these repeated measures showed that, when compared to participants' pre-test scores, their post-test scores showed significant improvement for tonal accuracy, vocabulary development, and task fulfillment as well as for all measures of fluency, showing a faster speech rate and shorter pauses.

Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level

AbstractWriting in postsecondary foreign language contexts in North America has received far less attention in the curriculum than the development of oral proficiency. This article describes one institution's process of confronting the challenges not only of recognizing the contribution of writing to students' overall linguistic development, but also of implementing a program‐wide process of assessing writing proficiency. The article reports writing proficiency ratings that were collected over a 5‐year period for more than 4,000 learners in 10 languages, poses questions regarding the proficiency levels that postsecondary learners achieved across 2 years of foreign language instruction, and relates writing proficiency scores to Simulated Oral Proficiency Interview ratings for a subset of students. The article also articulates the crucial relationship between professional development and writing as well as the role of technology in collecting and assessing writing samples.

The Acquisition of an Egyptian Phonological Variant by U.S. Students in Cairo

AbstractThis study investigated the acquisition of an Egyptian phonological variant by student participants in a study abroad program at The American University in Cairo. Participants completed pre‐ and post–study abroad Simulated Oral Proficiency Interviews (SOPIs). The SOPI data showed a move toward an Egyptian realization of the phonological variable on the part of most participants. Furthermore, extralinguistic factors such as participant gender and status as a heritage speaker were likewise shown to influence variant choice, while factors such as length of stay abroad and word position of the target token were not shown to have a significant effect on target item realization. In contrast to other studies investigating the acquisition of target language sociolinguistic norms in the form of phonological variables in Spanish, this study found an extremely high rate of learner adoption of an Egyptian realization of this variable among learners of Arabic in Cairo.

Development and Assessment of the Effectiveness of an Undergraduate General Education Foreign Language Requirement

AbstractThis article describes a faculty‐led, multiyear process of formulating learning objectives and assessing the effectiveness of a foreign language requirement for all College of Arts and Sciences undergraduates at a research university. Three interrelated research questions were addressed: (1) What were the levels and patterns of language courses completed under the language requirement compared to those under the previous curriculum? (2) To what extent was the oral proficiency learning objective being attained? and (3) How did oral proficiency vary by course level and the patterns of courses completed to satisfy the language requirement? The oral proficiency of 614 students was assessed with the Simulated Oral Proficiency Interview and categorized in terms of ACTFL ratings. Study findings indicated that 76% of students met or exceeded the objective of the Intermediate Mid level of oral proficiency and that oral proficiency differed by course level and the pattern of courses completed to satisfy the language requirement. In particular, the impact of completing an advanced‐level course was clear, which in turn had implications for curricular policies and academic advising. It is argued that faculty‐led evaluation of program effectiveness, in which assessment approaches are both summative and formative and findings are routinely used to improve educational practices as well as document student learning, is the necessary context for developing an evidence‐based approach to undergraduate language education.

The Effect of Study Abroad Homestay Placements: Participant Perspectives and Oral Proficiency Gains

AbstractAlthough the study abroad homestay context is commonly considered the ideal environment for language learning, host‐student interactions may be limited. The present study explored how language development of students of Spanish, Mandarin, and Russian related to student and host family perspectives on the homestay experience. The study used pretest and posttest Simulated Oral Proficiency Interviews to investigate student oral proficiency gains and surveys to examine beliefs of these students (n = 152) and their hosts (n = 87). Students and families were generally positive about the homestay, with significant variation based on language. A significant relationship was found between students' oral proficiency gains and their being glad to have lived with a host family. Significant correlations were also found between students' language learning satisfaction and their satisfaction with the homestay.

The time factor in Mandarin language learning: the four-week intensive versus the regular high school semester

This study compared two groups of high school students in their learning of a third-year Mandarin level 3 class under two conditions: an intensive four-week (85.5 hours) summer program and a 22-week (88 hours) regular semester program. Students in both conditions had been classmates through four semesters of Mandarin instruction and had similar Mandarin oral proficiency at the end of the second year (SOPI (Simulated Oral Proficiency Interview) pre-test). The SOPI post-test administered at the end of both programs showed no differences for students in either condition on Mandarin oral comprehension, vocabulary, pronunciation, and grammar usage; however, students in the distributed learning condition were significantly better on oral fluency than students in the intensive learning condition. Overall, however, findings support the conclusion that an intensive foreign language-learning program can be as effective as a traditional semester-long language class.

Promoting Speaking Proficiency through Motivation and Interaction: The Study Abroad and Classroom Learning Contexts

Abstract: This study investigates how motivation and interaction shape the speaking proficiency of study abroad (SA) and classroom or at home (AH) language learners. The author administered a motivation questionnaire, language contact profile, and pretest and posttest simulated oral proficiency interview. The data reveal that SA and AH students had similar motivational profiles. As expected, SA participants used the target language outside of class more than their AH counterparts. Furthermore, SA students improved their speaking proficiency more than the AH group. Student motivation and interaction were identified as important factors in the development of speaking proficiency in both learning contexts. Results suggest a potential role for explicit instruction in language learning strategies and approaches that enhance students' motivation and interaction with the target language culture. Discussion focuses on how to use the positive features of the SA environment to enhance AH instruction.

The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study‐Abroad Context

The purpose of this investigation was to examine the role of integrative motivation, instrumental motivation, and interaction with a second language (L2) culture in shaping students’ speaking performance before and after participation in a 1‐semester study‐abroad program in Spain. A 2‐part questionnaire (Student Background Information and Motivation Index), a language contact profile, and a pretest and posttest simulated oral proficiency interview were administered to 20 study‐abroad participants. The results highlight 3 major points. First, students can indeed improve their L2 speaking proficiency during a 1‐semester study‐abroad program. Second, there is a positive relationship between students’ integrative motivation and their interaction with the L2 culture. Third, student contact with the Spanish language has a significant effect on their speaking improvement. The data confirm the importance of focusing on learning activities that enhance students’ integrative motivation and interaction with the L2 culture in both the formal classroom (“at home”) and in the study‐abroad program.

Rethinking Description in the Russian SOPI: Shortcomings of the Simulated Oral Proficiency Interview

This article describes the shortcomings of one of the major testing tools in the foreign languages field, the Simulated Oral Proficiency Interview (SOPI), with regard to the elicitation of the function of description. In doing so, the article raises questions about the applicability of the SOPI as a surrogate for the Oral Proficiency Interview (OPI) in general and, more specifically, about SOPI testing oral proficiency at the Intermediate‐High level and above. The SOPI and the OPI are not designed on the basis of the same conceptualization of description. Even though both tests base their assessment criteria on the ACTFL Proficiency Guidelines‐Speaking (1999), in the SOPI both the definition of description and the description prompts themselves are problematic. Results of the research project described in this article‐a comparison of SOPI and OPI Russian tests‐suggest that the Russian version of the SOPI, for example, does not elicit description and therefore the SOPI test, in its current version, may be unreliable for ratings at the Advanced and Superior levels.

Integrative Motivation as a Predictorof Success in the Intermediate Foreign Language Classroom

This study investigates the ability of three variables—integrative moti vation, instrumental motivation, and the need to fulfill a university foreign language requirement—to predict: (1) scores on a simulated oral proficiency interview (SOPI) and (2) the desire to enroll in a foreign language after fulfilling the language require ment. Analysis of data from a questionnaire and a SOPI administered to 130 students completing their fourth-semester Spanish course identified integrative motivation as a significant predictor of both SOPI scores and students' desire to continue studying Spanish beyond the four-semester foreign language requirement. A negative relation ship was also found between the need to fulfill the language requirement and an inten tion to continue with further studies in Spanish. The findings support a focus on class room activities that enhance integrative motivation as a means of increasing student success in the foreign language classroom.

Self-assessment, preparation and response time on a computerized oral proficiency test

Two studies investigated technical aspects of a computer-mediated test, the Computerized Oral proficiency Instrument (COPI), particularly in contrast to a similar tape-mediated test, the Simulated Oral proficiency Interview (SOPI). The first study investigated how examinees used self-assessment to choose an appropriate starting level on the COPI. The second study looked at examinees’ planning and response time on the COPI, and the factors that affected their use of time. Fifty-five university students took the COPI and SOPI in one of three languages: Arabic, Chinese, or Spanish. Results show that the majority of examinees (92%) were able to use the self-assessment instrument to select test tasks at appropriate difficulty levels. However, the COPI starting level (which was based on examinees’ self-assessment) might have been problematic for a small proportion (8%) of the examinees who appeared to choose tasks that were too difficult for them. As for planning and response time on the COPI, different amounts of time were used across four main levels of proficiency. Examinees with the highest proficiency levels tended to use less planning time but gave longer responses.

Exploring the Uses and Usefulness of ACTFL Oral Proficiency Ratings and Standards in College Foreign Language Departments

Abstract: Oral proficiency ratings, based on the ACTFL Guidelines and derived from live or simulated oral proficiency interviews (SOPIs), enjoy widespread use in the United States. In particular, college foreign language departments have increasingly adopted oral proficiency ratings as a way of establishing standards for language or graduation requirements. In the study reported here, the authors explored the intended uses of proficiency‐based standards in foreign language departments and reviewed the research on which specific ACTFL‐level standards are based. They then examined the results of more than 100 SOPIs administered across all levels of instruction within one German foreign language department. The findings suggest that recommended proficiency standards may underestimate the potential and actual achievements of German language learners and miss other valued learning outcomes. The implications of these findings for the valid use of oral proficiency ratings in collegiate settings are discussed.

Assessing the Assessments: The OPI and the SOPI

ABSTRACT This paper is an overall examination of the two forms of oral proficiency testing currently in use in most language teaching programs across the country, namely, the Oral Proficiency Interview (OPI) and the Simulated Oral Proficiency Interview (SOPI). The authors, who have extensive experience in conducting the OPI and in training SOPI raters, have attempted to provide readers with an objective assessment of these two oral language tests by comparatively examining the test administration, response elicitation, and rating procedures. At the same time, the paper also provides a concise but general overview of the two test instruments regarding their theoretical underpinnings, administrative support from their test developers, and the test structures and contents.While recognizing that the two tests under discussion are both proven to be valid and reliable oral proficiency measurements, the authors have examined the characteristics that distinguish them as two different tests suitable for different purposes in different situations. Teachers are encouraged to initially identify the specific testing needs of their own institutions, and then align the features of the two oral tests with their institutional requirements before making a decision on a particular form of the test.

Assessing Students' Oral Language: One School District's Response

ABSTRACT This article describes a project undertaken over a 30‐month period by a large Texas public school district. The project's major aims were as follows: (1) to familiarize the district's foreign language teachers with oral language assessment; (2) to develop a tape‐mediated assessment instrument, modeled on the Simulated Oral Proficiency Interview, for French, German, and Spanish at the end of Level II and for Japanese at the end of Level III; and (3) to administer the test to the district's language students. This project was funded out of the school district's enhancement fund and directed by the ESOL/Foreign Language curriculum specialist. This project not only familiarized teachers with oral assessment but also with classroom activities designed to achieve satisfactory results. It also helped teachers cooperate with each other in a professional endeavor.

Research on the comparability of the oral proficiency interview and the simulated oral proficiency interview

The simulated oral proficiency interview (SOPI) is a tape-mediated test designed to be a surrogate for the oral proficiency interview (OPI) in situations where a face-to-face interview is not possible or desirable. This article reviews research that sheds light on the comparability of the two tests. It begins with a brief description of the SOPI and continues to discuss the results of research on the reliability of the two tests, the agreement of scores obtained on the two tests, the comparability of the approach to testing, and the qualitative content of speech samples obtained via the two approaches. This article concludes with suggestions for further research.