veb-sayt: www.tilvaadabiyot.uz
61
2021-yil 5-son
TIL VA ADABIYOT
TA’LIMI
ANGUAGE
AND LITERATURE
TEACHING
L
Я
ПРЕПОДАВАНИЕ
ЗЫКА И ЛИТЕРАТУРЫ
Kichik tadqiqot
Oybek ESHBAYEV,
Tashkent State University of Economics, business English teacher;
Nasiba MULLADJANOVA,
Tashkent State University of Economics, ESP teacher
EFFECTIVE USE OF SYNCHRONOUS & ASYNCHRONOUS
COMMUNICATION TOOLS IN ASSESSING SPEAKING AND WRITING
Assessing speaking.
In oral skill assessment,
setting
objectives becomes first. The pedagogically well-estab-
lished match between digital applications and speaking
task types should be one of the most important objec-
tives while designing scoring rubrics and criteria must
be another main objective. To find the best match, we
have analyzed several well-known applications accord-
ing to three main criteria (availability, afforda bility and
digital nature) that can well serve for our assessment
methods. As a result of this analysis, a shortlist of better
pedagogical apps included VoiceThread and Zoom.
Our second objective is to design scoring rubrics and
criteria. Three main speaking aspects must be taken
into consideration of rubric design, which are fluency,
accuracy and pronunciation. Fluency is a key aspect of
language proficiency that helps speakers communicate
with people easily and confidently. More advanced and
effective measure of fluency was proposed by Baker
Smemoe, Dewey, Bown, and Martinsen (2014), who
included three main categories: cognitive fluency, per-
ceived fluency and utterance fluency. To define, cogni-
tive fluency is related to the case with which an inter-
locutor is able to create and produce speech while per-
ceived fluency refers to native-like judgements of how
easily the learner produce speech. The third category,
utterance fluency is closely related to the measurable
aspects of learner speech, especially speech rate, hes-
itations and pausing.
Pronunciation.
By using a rating scale, we can as-
sess learner pronunciation based on the recordings and
rubrics which especially determine front rounded vow-
els, front unrounded vowels, back vowels and various
difficult English consonants. A series of performance
descriptions (e.g. native-like, somewhat native-like and
non-native-like) might guide instructors to more accu-
rately and reliably assess their pronunciation.
Accuracy.
When we talk about accuracy, language
quality and correctness come in assessment, evident-
ly, because speakers should create clear and effec-
tive explanations to the listeners. To do so, producing
linguistically accurate explanations
and reducing the
number of mistakes in their performance become core
requirements that we also should use in our assess-
ment. Meanwhile, grammar can also effect on the lan-
guage quality and listener comprehension. That is why
we must consider grammar aspect of oral speech too.
Referring back to the proper integration of digital ap-
plications and speaking tasks, it can be proposed that
picture-cued speaking tasks and oral presentation best
fit into the digital nature of the chosen apps. Below is
a detailed outline of how we can incorporate speaking
tasks into digital tools.
Picture-cued tasks + Zoom + VoiceThread
One of the most effective ways to assess oral lan-
guage performance are picture-cued tasks that require
students to describe a story or a series of events be-
hind the given pictures. In these tasks, test-takers can
be brought into different communicative aspects of oral
production such as expressing own opinion and pref-
erences, accomplishing a persuasive function, identify-
ing certain specific information, proper use of grammar
and vocabulary. To avoid more complicated problems
of scoring caused by opinions about these communi-
cative aspects, teachers and administrators can make
measurable judgements for evaluating oral production
based on the following:
Grammar
Vocabulary
Fluency
Accuracy
Pronunciation
Task
response
It is possible to synthesize overall performance by
attending the above mentioned factors and using au-
diotaped recording for multiple listening. Picture-cued
tasks often accompany with questions below the pic-
tures which require main aspects of target grammar
and language to be produced.
Perhaps, one of the most common trendy web-
based applications must be Zoom app, which can
provide amazing live meetings
for a group of people
allowing them synchronous face-to-face conversation
and assessment. However, as you have more and
more meetings, the fatigue is really going to be set
in and you will get just exhausted. In this case, voice
threading is the greatest way to relieve stress. Taking
full advantage of the relationship between Zoom and
VoiceThread can make
both formats work better be-
cause students can get stress-free time for speaking
without distraction and own thoughtful peace. You can
