Konuşma Sınavında Konuların Önceden Bildirilmesinin Öğrenci Başarısına Etkisi

Year 2018, Volume: 2 Issue: 2, 45 - 58, 28.12.2018

Tülin Ekler , Emrah Cinkara

Abstract

Topic familiarity is
an important issue for oral assessment. There may be factors (such as
readinesss through in-class activities or background knowledge of the students)
that affect students’success. Furthermore, familiarity with the ‘speaking exam’ topics before the
exams may contribute to this issue. Therefore, this study investigated if
students’ familiarity with the ‘speaking exam’ topics before the exams has a
positive effect on students’ speaking scores or not. The study was conducted at
Gaziantep University School of Foreign Languages with 245 students and 25
interviwers. The data was collected by means of interviews in three stages. The first and second stages were to examine the
difference between two different implementations about students’speaking topic
familiarity. The third stage was to investigate the opinions of the students about the implementation. The
results revealed that the students’ un/familiarity with the speaking topics
before the exams made no difference on the students’ speaking scores.

Keywords

Konuşma sınavı, Konu aşinalığı

The Impact of the Topic Familiarity on EFL Students’ Speaking Scores

Abstract

Topic familiarity is
an important issue for oral assessment. There may be factors (such as
readinesss through in-class activities or background knowledge of the students)
that affect students’success. Furthermore, familiarity with the ‘speaking exam’ topics before the
exams may contribute to this issue. Therefore, this study investigated if
students’ familiarity with the ‘speaking exam’ topics before the exams has a
positive effect on students’ speaking scores or not. The study was conducted at
Gaziantep University School of Foreign Languages with 245 students and 25
interviwers. The data was collected by means of interviews in three stages. The first and second stages were to examine the
difference between two different implementations about students’speaking topic
familiarity. The third stage was to investigate the opinions of the students about the implementation. The
results revealed that the students’ un/familiarity with the speaking topics
before the exams made no difference on the students’ speaking scores.

Keywords

Speaking tests, Topic familiarity

References

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