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Strategy use in a spoken dialog system–delivered paired discussion task: A stimulated recall study.

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Title: Strategy use in a spoken dialog system–delivered paired discussion task: A stimulated recall study.
Authors: Gokturk, Nazlinur1 nngokturk@gmail.com, Chukharev-Hudilainen, Evgeny1
Source: Language Testing. Jul2023, Vol. 40 Issue 3, p630-657. 28p.
Subject Terms: *Cognitive processing of language, *Second language acquisition, *Dialogic teaching, *Educational evaluation, Oral communication ability testing
Abstract: With recent technological advances, researchers have begun to explore the potential use of spoken dialog systems (SDSs) for L2 oral communication assessment. While several studies support the feasibility of building these systems for various types of oral tasks, research on the construct validity of SDS-delivered tasks is still limited. Thus, this study examines the cognitive processes engaged by an SDS-delivered paired discussion task, focusing on strategic competence, an essential component of L2 oral communication ability. Thirty adult test-takers completed a paired discussion task with an SDS acting as an interlocutor and provided stimulated recalls about their strategy use in the task. Three trained raters independently evaluated the test-takers' oral task responses using a holistic rating scale devised for the task. Findings revealed the use of six categories of construct-relevant strategies during task performance. While no statistically significant differences were found in the use of these categories between high- and low-ability test-takers, marked differences were observed in the use of individual strategies within the categories between the test-takers at the two levels. These findings provide insight into how test-takers at different ability levels cognitively interact with SDS-delivered paired discussion tasks and offer implications for the design and validation of such tasks. [ABSTRACT FROM AUTHOR]
Copyright of Language Testing is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Strategy use in a spoken dialog system–delivered paired discussion task: A stimulated recall study.
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  Data: <searchLink fieldCode="JN" term="%22Language+Testing%22">Language Testing</searchLink>. Jul2023, Vol. 40 Issue 3, p630-657. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22Cognitive+processing+of+language%22">Cognitive processing of language</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Dialogic+teaching%22">Dialogic teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication+ability+testing%22">Oral communication ability testing</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: With recent technological advances, researchers have begun to explore the potential use of spoken dialog systems (SDSs) for L2 oral communication assessment. While several studies support the feasibility of building these systems for various types of oral tasks, research on the construct validity of SDS-delivered tasks is still limited. Thus, this study examines the cognitive processes engaged by an SDS-delivered paired discussion task, focusing on strategic competence, an essential component of L2 oral communication ability. Thirty adult test-takers completed a paired discussion task with an SDS acting as an interlocutor and provided stimulated recalls about their strategy use in the task. Three trained raters independently evaluated the test-takers' oral task responses using a holistic rating scale devised for the task. Findings revealed the use of six categories of construct-relevant strategies during task performance. While no statistically significant differences were found in the use of these categories between high- and low-ability test-takers, marked differences were observed in the use of individual strategies within the categories between the test-takers at the two levels. These findings provide insight into how test-takers at different ability levels cognitively interact with SDS-delivered paired discussion tasks and offer implications for the design and validation of such tasks. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Language Testing is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/02655322231152620
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        Text: English
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      – SubjectFull: Cognitive processing of language
        Type: general
      – SubjectFull: Second language acquisition
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      – SubjectFull: Dialogic teaching
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      – SubjectFull: Educational evaluation
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      – SubjectFull: Oral communication ability testing
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              Text: Jul2023
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