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Integrated Listening/Speaking Skill Assessment: The Role of Ambiguity Tolerance, Cognitive/Metacognitive Strategy Use, and Foreign Language Anxiety

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Title: Integrated Listening/Speaking Skill Assessment: The Role of Ambiguity Tolerance, Cognitive/Metacognitive Strategy Use, and Foreign Language Anxiety
Language: English
Authors: Karim Sadeghi, Neda Bakhshi
Source: International Journal of Language Testing. 2025 15(1):77-90.
Availability: Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Language Tests, Second Language Learning, English (Second Language), Computer Assisted Testing, Metacognition, Listening Comprehension, Speech Communication, Cognitive Style, Correlation, Individual Characteristics, Evaluators, Language Usage, Scoring Rubrics, Learning Strategies, Learning Processes, Placement Tests, Anxiety, Communication (Thought Transfer), Language Proficiency, Test Format, Native Language, Turkic Languages, Foreign Countries, Likert Scales, Measures (Individuals), College Students, Ambiguity (Context), Scores, Second Language Instruction, Language Teachers, Teacher Education Programs
Geographic Terms: Iran
Assessment and Survey Identifiers: Test of English as a Foreign Language, Foreign Language Classroom Anxiety Scale
ISSN: 2476-5880
Abstract: Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of individual attributes within the context of integrated assessment. The objective of the current research was to investigate the relationship between integrated listening/speaking assessment and individual characteristics of ambiguity tolerance (AT), use of cognitive/metacognitive strategies, and foreign language anxiety (FLA). Oxford Quick Placement Test was used to homogenize 60 EFL learners in terms of language proficiency (B2-C1). Additionally, integrated listening/speaking performances were collected using sample TOEFL-iBT tests. The transcribed spoken samples were evaluated by two raters using TOEFL-iBT rubrics in terms of overall description, delivery, language use, and topic development. Additionally, information on individual characteristics was gathered by means of 3 different questionnaires. Data analysis revealed that FLA had a negative relationship while AT and the use of cognitive and metacognitive strategies had a positive correlation with integrated listening/speaking test performance. Individual differences have generally been neglected in the assessment literature, but this study revealed that performance on integrated listening/speaking tests can be affected by language-irrelevant constructs such as individual attributes in addition to test-takers' language competence.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463875
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Integrated Listening/Speaking Skill Assessment: The Role of Ambiguity Tolerance, Cognitive/Metacognitive Strategy Use, and Foreign Language Anxiety
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  Data: <searchLink fieldCode="AR" term="%22Karim+Sadeghi%22">Karim Sadeghi</searchLink><br /><searchLink fieldCode="AR" term="%22Neda+Bakhshi%22">Neda Bakhshi</searchLink>
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  Data: Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
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  Data: Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of individual attributes within the context of integrated assessment. The objective of the current research was to investigate the relationship between integrated listening/speaking assessment and individual characteristics of ambiguity tolerance (AT), use of cognitive/metacognitive strategies, and foreign language anxiety (FLA). Oxford Quick Placement Test was used to homogenize 60 EFL learners in terms of language proficiency (B2-C1). Additionally, integrated listening/speaking performances were collected using sample TOEFL-iBT tests. The transcribed spoken samples were evaluated by two raters using TOEFL-iBT rubrics in terms of overall description, delivery, language use, and topic development. Additionally, information on individual characteristics was gathered by means of 3 different questionnaires. Data analysis revealed that FLA had a negative relationship while AT and the use of cognitive and metacognitive strategies had a positive correlation with integrated listening/speaking test performance. Individual differences have generally been neglected in the assessment literature, but this study revealed that performance on integrated listening/speaking tests can be affected by language-irrelevant constructs such as individual attributes in addition to test-takers' language competence.
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  Data: EJ1463875
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 77
    Subjects:
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Listening Comprehension
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Evaluators
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Scoring Rubrics
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Placement Tests
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Communication (Thought Transfer)
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Test Format
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      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Turkic Languages
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Ambiguity (Context)
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      – SubjectFull: Scores
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      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Language Teachers
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      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Iran
        Type: general
      – SubjectFull: Test of English as a Foreign Language
        Type: general
      – SubjectFull: Foreign Language Classroom Anxiety Scale
        Type: general
    Titles:
      – TitleFull: Integrated Listening/Speaking Skill Assessment: The Role of Ambiguity Tolerance, Cognitive/Metacognitive Strategy Use, and Foreign Language Anxiety
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