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Re-examining Accuracy Measures in Task-based Research: Task RepetitionRe-examining Accuracy Measures in Task-based Research: Task Repetition

Other Titles
Re-examining Accuracy Measures in Task-based Research: Task Repetition
Authors
이온순조민영
Issue Date
2021
Publisher
이화여자대학교 교과교육연구소
Keywords
Speaking Assessment; Task Performance; Task Repetition; Linguistic Accuracy
Citation
교과교육학연구, v.25, no.5, pp 315 - 325
Pages
11
Indexed
KCI
Journal Title
교과교육학연구
Volume
25
Number
5
Start Page
315
End Page
325
URI
https://scholar.korea.ac.kr/handle/2021.sw.korea/138346
DOI
10.24231/rici.2021.25.5.315
ISSN
1975-3217
Abstract
As a language performance measure, accuracy has been considered a relatively consistent and unproblematic construct; however, accuracy can be assessed in a variety of ways, which may affect the results. This study examines how different measures of accuracy explain changes in task performance in the context of task repetition. Three different accuracy measures were explored: a rater’s holistic assessment, a frequency-based global measure of accuracy that counts all errors, and a specific measure of accuracy based on specific error types. Twenty-four EFL learners completed two picture narration tasks, repeating each task twice. They also completed a transcription activity between the two narration sessions, which functioned as an attention-drawing intervention and provided information on which specific error types to examine in the specific measure of accuracy. The learners’ picture narrations were analyzed, and the effects of task repetition examined, using each of the different accuracy measures. Findings showed different results by measures; specifically, improvement in accuracy was observed only through the holistic measure, while no evidence of improvement was found through the global and specific measures. These findings suggest that a holistic measure of accuracy offers a useful supplement to other measures for gauging the effectiveness of task-based language teaching.
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