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<p style="text-align: justify;">This study examined the degree of change in test takers&rsquo; speaking performances over a 3-month period. Furthermore, it investigated the impact of learner background variables on learners&rsquo; linguistic progresses. Fifty-two Korean learners of English, who were enrolled in IELTS preparation classes, took part in the study. Their proficiency was initially established using scores from an in-house placement instrument. Upon completing a preliminary questionnaire, participants sat for an officially-administered IELTS pre-test. Their language learning data were collected each week by survey. A final questionnaire was then completed after 12 weeks of study, immediately following the official IELTS post-test. For speech analysis (i.e., lexico-grammatical and pronunciation features), pre- and post-test individual long-run speaking responses were coded to examine participants&rsquo; linguistic gains over time. Findings indicated that fluency features improved most significantly over time, although the relationships between speech construct changes and learner background variables were more complex. Implications of these findings are useful for curriculum planning and for developing of language assessment and testing, as well as validity evidence for the IELTS speaking test.</p>

ltrq.2025.51.09.pdf

Original Research 

ltrq.2025.51.09.xml

Linguistic Progression in IELTS Speaking and Learner Background Factors

Guest-editors: 
Christine Coombe 
Higher Colleges of Technology, Dubai, UAE 
Tony Clark 
Cambridge University Press & Assessment, UK 
Hassan Mohebbi 
European Knowledge Development Institute, Turkey


Special Issue: In Honour of Carol A. Chapelle’s Contributions to Language Assessment and Learning (Volume 51-Second Part)

<p style="text-align:justify;">This paper extends the use of Generalizability Theory to the measurement of extemporaneous L2 speech through the lens of speech perception. Using six datasets of previous studies, it reports on G studies–a method of breaking down measurement variance–and D studies–a predictive study of the impact on reliability when modifying the number of raters, items, or other facets that assist the field in adopting measurement designs that include comprehensibility, accentedness, and intelligibility. When data from a single audio sample per learner were subjected to D-studies, we find that both semantic differential and rubric scales for comprehensibility were reliable at the .90 level with about 15 trained raters or 50 untrained crowdsourced raters. In order to offer generalizable and dependable evaluations, empirically informed recommendations are given, including considerations for the number of speech samples rated, or the granularity of the scales for various assessment and research purposes.</p>

ltrq.2023.37.12.pdf

ltrq.2023.37.12.xml

How Many Raters Can Be Enough: G Theory Applied to Assessment and Measurement of L2 Speech Perception

Guest-editors: 
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Tony Clark, PhD, Cambridge University Press & Assessment, UK
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of James Dean Brown’s Five-Decade Contribution to Language Testing