Developing a second language listening and speaking assessment instrument for Use in student-led seminars in a chinese middle school english language acquisition class

Abstract

L2 speaking and listening practice typically involves inauthentic highly scripted learning experiences that are not reflected in real-world contexts. Seminars represent an unscripted authentic learning experience preparing students for future college courses and public discourse. Using an action research design, we developed a listening and speaking assessment instrument for L2 students to be implemented in student-led seminar discussions. The assessment instrument also served as a method of feedforward. Our results indicate an increase in student engagement across the seminar sessions. This was demonstrated by corresponding increases in the number of contributions, number of times students initiated dialogue, and positive listening indicators. Limitations in our assessment instrument were identified but the positive outcomes in increasing student participation and engagement justify further development of this instrument.