Investigating Multiword Sequence and Speaking Fluency Influences in High-stakes Assessments
| Project/Area Number |
22K00700
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Hiroshima University |
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Principal Investigator |
Hougham Daniel 広島大学, 外国語教育研究センター, 准教授 (10829352)
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| Co-Investigator(Kenkyū-buntansha) |
CLENTON JONATHAN 広島大学, 人間社会科学研究科(総), 准教授 (80762434)
内原 卓海 早稲田大学, 理工学術院, 講師(任期付) (10905847)
Higginbotham George 叡啓大学, ソーシャルシステムデザイン学部, 准教授 (20885090)
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| Project Period (FY) |
2022-04-01 – 2025-03-31
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| Project Status |
Granted (Fiscal Year 2022)
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| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2024: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2023: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
Fiscal Year 2022: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | oral fluency / multiword sequences / lexical bundles / learner corpus research / Oral fluency / Multiword sequences / Vocabulary / Testing / High-stakes assessments |
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| Outline of Research at the Start |
The present study partially replicates and builds on Tavakoli and Uchihara (2019) with analyses of longer (four-word) sequences and a larger sample size (N = 200+) across a broader range of proficiency levels. We intend to explore the extent to which MWS use (proportion, frequency, and association) is associated with oral fluency measures (speed, breakdown, and repair) across different academic disciplines and proficiency levels (IELTS levels 5.5-7.5). We also explore how MWS usage varies in terms of function by detailing which MWSs are needed at specific IELTS proficiency levels.
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| Outline of Annual Research Achievements |
We have completed the initial phase of analyzing lexical bundles (LBs). The study has identified a list of the 119 most frequently used word combinations, which are mainly comprised of three- and four-word units. A series of one-way ANOVAs indicated significant difference in four LB measures across proficiency levels (IELTS 6.5-7.5). Additionally, the study found positive correlations between three LB measures (including longer sequences) and IELTS scores. This suggests that speakers who produced LBs of various lengths tend to score higher on their oral presentations. Moreover, the study found a correlation between the use of longer sequences (three to five words) and the frequency of mid-clause pauses. This suggests that speakers who produced longer sequences spoke more fluently.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
We collected spoken and written data (audio recordings and essays) from 150 participants, with 50 participants at each proficiency level (IELTS 6.5-7.5). We conducted fluency measurements and initial analysis of LBs in the spoken data. We performed statistical analyses, such as one-way ANOVAs and correlational analyses, and discovered some encouraging findings. To date, we have presented our results at five international conferences.
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| Strategy for Future Research Activity |
In our future research, we plan to: (a) adapt our methodology to identify a greater number of useful LBs and core constructions; (b) investigate the LB-fluency relationship using our refined methodology, with a larger sample size, and across various academic disciplines and proficiency levels; (c) explore LB usage variation based on functional classification; (d) use a checklist with L1 speaker judgement to more accurately identify and classify formulaic language in our learner corpus; (e) analyze the use of LBs and core constructions in dialogic mode (in seminar discussions) across different proficiency levels.
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Report
(1 results)
Research Products
(5 results)
