Task-internal and task-external readiness:. 3rd Biennial International Conference on Task-Based Language Teaching, Lancaster University, Sept 15, 2009. A report of the effects of topic familiarity and strategic planning on task performance by L2 learners of different proficiency levels
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3rd Biennial International Conference on Task-Based Language Teaching, Lancaster University, Sept 15, 2009
A report of the effects of topic familiarity and strategic planning on task performance by L2 learners of different proficiency levels
Gavin Bei Xiaoyue
The Chinese University of Hong Kong
planning or non-planning…
The study design
------- borrowed from Dornyei and Katona (1992).
--------The validity and reliability are good in the literature and in the present context.
See appendix 1
Each cell consists of 10 computer majors and 10 medicine majors as
counterbalancing to rule out the topic effect.
Table 1. p and Cohen’s D value
Means omitted due to the space limit. The means show that the familiar topics and the
planning time improve fluency. Same directions below unless there is a note.
Table 2. p and Cohen’s D value
All showing one pattern:
planning compensates for the unfamiliar topics.
1) T. Familiarity affects fluency in a strikingly similar way as Planning does.
2) Approximately, the effect sizes of T. Familiarity is half as big as those of Planning.
3) Planning mitigate the difference between familiar and unfamiliar topics.
4) The effects of Proficiency is marginal, and probably overridden by T. F. and Planning.
Table 3. p and Cohen’s D value
Note: planning induced more replacements, though reducing others.
Table 4. p and Cohen’s D value
Table 5. p and Cohen’s D value
Table 6. p and Cohen’s D value
Table 7. p and Cohen’s D value
Q and A
Dornyei and Katona (1992) found that the C-test is reliable (the internal consistency coefficients are very consistent, .75 and .77 respectively, for university English majors and secondary students) and valid (C-test is significantly highly correlated with different other proficiency tests like the General Language Proficiency and TOEIC). Cronbach’s alpha reached .84 in Daller and Phelan (2006). Klein-Braley and Raatz (1984), Klein-Braley (1985), Cohen, Segal and Bar-Siman-Tov (1984), Klei-Braley (1997), and Grotjahn, 1995 generally supported such a claim on written tasks. More importantly here, the C-test was reported to be highly correlated with oral tasks as well in recent studies (e.g., r=.64 in Arras, Eckes and Grotjahn, 2002, and also in oral lexical performance in Daller and Xue, 2007).
More recently Dai (this conference) reported in Chinese context, Cronbach’s Alpha=.770, Concurrent validity r= .633, p<0.01 (correlated with CET-4).
In this study, the Cronbach Alpha is=.64 in the pilot study, but =.74 in the main study.
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