Using response tokens as a criterion in an oral assessment

Rubini Radza

Abstract

This research aims to investigate the use of response tokens as a criterion in an oral assessment. A few research instrument is used in this study to find out the types of response tokens used by English speakers and the reasons behind using them. Besides, this study also helps to determine whether the use of response token has effects on oral assessment and to discover the validity and reliability of their usage. Osgood-Schramm’s Model of Communication is used in the assessment; as in to evaluate speaking skills, listening skills and also the use of response tokens as a part of active listening strategies. Listening skills are often assessed on its own without the integration with other skills in most standard testing, thus this research studies the role of active listening in the oral test. An assessment based on interactive speaking and listening model involving the use of response token is carried out and the results are thematically categorised. The findings from this research proved that the response tokens are actively used as a listening strategy for several different reasons or to convey different meanings and the use of response token as a component in assessment are both valid and reliable. The most significant implication of this finding is on assessment and pedagogical aspect where the importance of response token as one of the measuring components in communicative competence when conducting oral assessments is highlighted. Keywords: Response Tokens, Oral Assessment, Interactive Model, Speaking Skills, Listening Skills, Active Listening

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