california state university oral proficiency interview ...€¦ · running head: oral proficiency...

Running head: ORAL PROFICIENCY INTERVIEW 1

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Oral Proficiency Interview

CAPSTONE Report

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in

Instructional Science and Technology

Ehab Khalaf

12/17/2013

Capstone Approvals: (At least one advisor and capstone instructor should approve)

___________________________ ___________________________ _____________

Advisor Name Signature Date

___________________________ ___________________________ _____________

Capstone Instructor Name Signature Date

ORAL PROFICIENCY INTERVIEW 2

Contents Executive Summary ............................................................................................................ 3

Introduction ......................................................................................................................... 4

What is OPI? ............................................................................................................... 4

Problem Description ................................................................................................... 5

Target Audience .......................................................................................................... 6

Literature Review........................................................................................................ 6

Solution Description ........................................................................................................... 7

Goal of the project ...................................................................................................... 7

Proposed Solution ....................................................................................................... 8

Learning Theories and Instructional Strategies .......................................................... 9

Analysis of tasks/content .......................................................................................... 10

Media Components ................................................................................................... 11

Difficulties Encountered ........................................................................................... 14

Methods and Procedures ................................................................................................... 14

Development ............................................................................................................. 15

How the project was designed and developed .......................................................... 16

Resources .......................................................................................................................... 17

Time .......................................................................................................................... 17

Cost ........................................................................................................................... 18

Hardware and Software............................................................................................. 18

External Expertise ..................................................................................................... 18

Technical Skills required to finish the project .......................................................... 18

Timeline and Progress Report ........................................................................................... 19

Timeline .................................................................................................................... 19

Major Deliverables.................................................................................................... 19

Evaluation ......................................................................................................................... 20

Formative evaluation ................................................................................................ 20

Conclusion ........................................................................................................................ 21

What has been learned from the project? .................................................................. 21

Future of the project .................................................................................................. 22

Appendices ........................................................................................................................ 23


Executive Summary

Oral Proficiency Interview (OPI) is a speaking test that measures

language holistically by determining patterns of strength and weakness. The

structure of the test is standardized, and based on a set of assessment criteria. It is

important for foreign language educators to become familiar with the philosophy

and techniques of oral proficiency testing even if they never conduct an official

OPI.

The current material being used to introduce OPI is based on the

information of the OPI Manual and PowerPoint presentations, but this type of

delivery lacks interactivity. The needs analysis pointed out the necessity to create

a more engaging format for language teachers. Hence, the goal of the project was

to develop an e-Learning module to enable DLI instructors recognizing the OPI

structure. The training is delivered by using a multimedia module. Articulate

Storyline has been utilized as an authoring tool. The knowledge of the

fundamental learning theories and their contribution to the field of instructional

technology, and the acquired technical skills combined altogether to completing

the instructional module.

The Interactive Learning Module (ILM) educates learners on the basic

concepts, tasks and levels of the OPI. The ILM begins with an introduction

defining OPI. Then, identifying what factors play a role in rating the working

level of the examinee. Finally, describing the structure of the OPI test including

the test phases. The instruction is interactive through the incorporation of quizzes

and other activities such as matching, and drag and drop. Most of the instruction

comes from the use of narration, videos, images and text. The intent is that not

more than two slides should be displayed without an interactive element.


The final phase of the project focused on evaluation and assessment of the

instructional module. The purpose was to evaluate the effectiveness of the module

in teaching the target audience what was required in order to achieve the training

objectives. The evaluation process involved participant selection, pre-test and

post-test survey, in addition to the tutorial tryout. The final stage was an analysis

of the results and recommendations for changes to the module. The assessment

indicated that the goal of the training was met. The structure of module was

organized in an effective manner which allowed learners to complete the training

without any problems.

Introduction

The ensuing paper is a capstone report for an e-Learning training design.

The training module served as an introduction for language instructors at the

Defense Language Institute (DLI) to learn about the Oral Proficiency Interview

(OPI).

What is OPI?

OPI is a speaking test that measures language holistically by determining

patterns of strength and weakness. The structure of the test is standardized, and

based on a set of assessment criteria. OPI is a proficiency test that goes beyond

course content. It measures the ability to handle real-world tasks by simulating

them. Since OPI is a proficiency test, it tends to be an interactive and adaptive test.

Tasks and topics are developed during the test by the tester. These tasks and

topics are not predetermined and not predictable.

OPI includes four phases: warm-up, level checks, probes, and wind-down.

The warm-up establishes interaction and rapport between tester and examinee.

Level checks identify language functions and content areas the examinee can

handle. Probes are used by the tester to raise the level of the examinee’s language


and determine a ceiling for speaking ability. The wind-down returns the examinee

to a comfortable level and gives the tester the opportunity to ensure the testing

process is complete. (Defense Language Institute, 2013)

Problem Description

Language courses at DLI extend over three semesters. Tests are designed

to include both achievement tests, which are unit tests, and in-course proficiency

tests (ICPT). At the end of each unit, students take an achievement test that

focuses on the content of that particular unit. The number of these tests varies

based on the length of the course itself, and the language category. There are also

two ICPT tests per semester. One is in the middle and the other one is at the end

of the semester. The content domains of these ICPTs are representative samples

of the domains of expected student cumulative language mastery in Basic Course

instruction. Performance standards of the individual ICPTs are keyed to language

mastery targets of specific subsets of the Basic Course that are identified by

course titles and numbers within the Basic Course Transcript. (Defense Language

Institute, 2013).

Any given test whether it is a unit test or an ICPT consists of a separate

skills test measuring listening comprehension, reading comprehension, and

speaking proficiency. Unit tests are administrated by the instructors of the

teaching team. These tests are paper-based. Protocols and answer keys are

provided for instructors as guidelines for grading purposes. As for ICPT, it is a

computer-based version, and it is handled by Test Management Division, which

provides independent test scheduling, administration, scoring and score reporting

services for all ICPTs taken by DLIFLC's resident students. However, the

speaking section of the ICPT needs to be conducted by teachers who are generally

not OPI testers. Not having a speaking test protocol poses a challenge for those

teachers who do not have the OPI expertise. ICPT speaking results show disparity


in the students’ levels of speaking if these tests are conducted by an OPI tester or

by a regular teacher.

Target Audience

The target audience of this module is DLI language teachers. These

teachers are from different cultural and educational backgrounds. They are both

males and females with an age range between 30-65 years old. The module is

used as an introduction for those teachers who are not familiar with the structure

of OPI. It also outlined the criteria to evaluate the student’s level based on the

Interagency Language Roundtable (ILR) scale, which is a set of abilities to

communicate with a language. The module can be utilized as quick reference for

OPI testers themselves to substitute the thick binder that has been used as a

review guideline before conducting tests.

Literature Review

In the United States OPI was initiated out of practical necessity. During

WWII, the majority of U.S. military personnel did not have the skill needed to

perform key foreign language communication tasks. In 1942, the army specialized

training program (ASTP) was established to teach speaking in the fields of

engineering, medicine, and area studies. Consequently, promoting the teaching

and assessment of practical language use became a driving force for the

government language school. Teachers in ASTP designed their own test to assess

the communicative ability of their students. (Chalhoub & Fulcher, 2003)

Many researchers and practitioners maintain the efforts to improve

instructional practices and promote proficiency assessments tied to descriptors of

what learners can do in real life. This has contributed significantly to second

language teaching and testing. Similar endeavors in the area of research, however,

are critically needed. There are high-priority areas—including delimiting


purposes, examining interview discourse, documenting rater/interlocutor behavior,

explicating the native speaker criterion, and investigating the OPI's impact on

language pedagogy—that should be incorporated into the research agenda.

Research showed that future studies should investigate not just the content

of the OPI but also the inference of second language proficiency represented in an

OPI rating.

Solution Description

Goal of the project

It is important for foreign language educators to become familiar with the

philosophy and techniques of oral proficiency testing even if they never conduct

an official OPI. Reading about professional literature on the subject, and attending

either a familiarization workshop or a test-training program can expand teachers’

perspective on what it means to speak a foreign language. Understanding

proficiency testing ultimately helps to complete one’s preparation as a language

teacher.

Hence, the primary goal was to develop an e-Learning module to enable

DLI instructors to recognize the OPI structure. The module is developed to be an

interactive tutorial for learning the fundamentals of the OPI. It identified the

phases the tester needs to follow in order to have a complete and ratable sample.

This allowed instructors to select appropriate tasks, and relate them to the

corresponding proficiency level of the student.

The secondary goals were to make tutorials comprehensive in scope and

self-supporting. It contained all files and resources required to complete the

training independent of other assets. All that is required is a computer and access

to the Internet and, to ensure that the focus of the tutorial is limited to learning the


essentials of OPI. The design of the tutorial is for web-based delivery or to be

distributed on CD-ROM.

As for the certified OPI testers, this module can be used as a reference to

review test tasks and structure before conducting the OPI testing sessions. The

testers can access the module from their iPads and other mobile devices issued by

DLI. The designed module would substitute the OPI paper manual.

Upon completion of the training, DLI language instructors will be able to

Recognize OPI in regards to its nature, description, timing, and the

purpose of it.

Identify OPI levels.

Determine the aspects of examinee’s performance at a given level.

Analyze OPI rating factors.

Learners will be able to define the structure of OPI in terms of the phases,

the purpose of each phase, and the perspectives of that purpose.

All of the above is to be completed with 100% accuracy.

Proposed Solution

Budget restraints and the Furlough Act pose a major challenge for our

organization to provide training for instructors. Namely, the OPI training is a

four-week workshop. The main issue is to deliver training in a time-effective

manner that suits the teaching schedule of the instructors. Formal training has the

most observable outcome, yet time constraint places an obstacle for such a

delivery method. Technology-Based Training (TBT), such as CD-ROM, or Web-

Based tutorials can be an alternative delivery method for teachers who are

motivated and ready to acquire new skills using technology to learn about OPI.


Learning Theories and Instructional Strategies

The development of the module was based on the application of two

learning theories: behaviorism and cognitivism.

Behaviorism, also known as behavioral psychology, is a theory of learning

based upon the idea that all behaviors are acquired through conditioning, which

occurs through interaction with the environment. Behaviorists, such as Skinner

and Pavlov, believe that our responses to environmental stimuli shape our

behaviors. Thus, as an extension of behaviorism, we can state that one learns

through imitation, which is a strategy that I intend to use in this instructional

module. Learners will visualize a process being performed and as a consequence,

will be able to imitate the process while doing so. (Gredler, 2009)

Cognitivism also has been chosen to use the events of instruction as

prescribed by Gagne. The module made use of elements that would gain the

attention of trainees and the learning objectives were clearly and concisely stated

from the very beginning. It also made use of elements that stimulates recall of

prior learning that are well known to learners.

This capstone product is an Articulate Storyline project which integrates

video, audio narration, text, and interactive quizzes and activities. As a web-based

tutorial, accessibility is determined by the user. They are not dependent on

assisted training or a structural training environment. After working through

sections on the tutorial, users can practice selected tasks to achieve desired

proficiency.

After researching the most suitable teaching strategies pertaining to the training

was presented, Gagne’s nine events of instruction were chosen. Gagne’s method


provided the framework of the proposed instructional design. It aligned with the

principles of teaching that were gained from studying the learning theories at the

MIST program. The goal was to gain learners attention through an interactive

atmosphere within the multimedia prototype. By informing objectives, learners

are inclined to know what they will encounter in the training and are aware of

their learning goals. This approach to teaching consistently stimulates the recall of

prior learning. The concepts that are familiar to learners were incorporated in

order to introduce new ones. Learner guidance was provided through the

prototype itself as it facilitates learning through its multimedia structure. The

prototype elicits performance by allowing the learners to evaluate the speaking

level of a speaker through an interactive learning environment. Feedback was

provided by the prototype. Assessment of learner’s performance was tested

through quizzes built within the prototype.

Analysis of tasks/content

The interactive learning module (ILM) educated learners on the basic

concepts, tasks and levels of OPI. The ILM began with an introduction defining

OPI structure, and what factors play a role in rating the working level of the

examinee. The learner proceeds to next slides by clicking the (Continue) button,

which is located on the bottom right of the slides. The instruction is interactive.

Most of the instruction comes from the use of narration, videos, images and text.

The intent that not more than two slides should be displayed without an

interactive element. By the end of the module the learners were able to pass an

assessment with an accuracy of 80% or higher.


Media Components

In order to create a multimedia within the capstone project, Articulate

Storyline was primarily utilized in conjunction with supplemental software. The

use of Real Player, and Adobe Audition, as well as uploading of audio files was

incorporated in order to create an interactive module. In addition to that, graphics

and illustrations were used along with the words or phrases describing them. For

user interface and interactivity, clickable buttons, hover-over areas, quizzes, and

feedback were included. The course was designed to be Technology-Based

Training (TBT).

TASK 1 Introduction to OPI

OBJECTIVE Learners will be able to recognize OPI in regards

to its nature, description, timing, and the purpose

of it.

LEARNING DOMAIN Valuing level of the Affective Domain.

PERFORMANCE TEST Upon completion of the module, learners answer

content related assessment questions with 100%

accuracy.

INSTRUCTIONAL

STRATEGIES

Self - Instructional strategy - learners read the text

presented, and listen to the narration, then execute

the task successfully.


TASK 2 ILR Scale Description

OBJECTIVES Learners will be able to

1. Identify OPI levels.

2. Differentiate between Base level & Plus

level.

3. Determine aspects of examinee’s

performance at a given level.

4. Analyze OPI rating factors.

LEARNING DOMAINS 1. Knowledge level of the Cognitive Domain.

2. Analysis level of the Cognitive Domain.

3. Evaluation level of the Cognitive Domain.

PERFORMANCE TEST Upon completion of the module, learner answers


accuracy.

INSTRUCTIONAL

STRATEGIES

Self - Instructional strategy – learners read the text

presented, listen to the narration, and watch video

module then execute the task successfully.


TASK 3 OPI Structure

OBJECTIVE Learners will be able to define the structure of

OPI in terms of the phases, the purpose of each

phase, and the perspectives of that purpose.

LEARNING DOMAIN Knowledge level of the Cognitive Domain.

PERFORMANCE TEST Upon completion of the module, learner answers


accuracy.

INSTRUCTIONAL

STRATEGIES

Self - Instructional strategy – learners read the text

presented, listen to the narration, and watch video

module then execute the task successfully.


Difficulties Encountered

The most prevalent technical challenge encountered was the ability to

master Articulate Storyline software. This technical skill was the most time

consuming to acquire but was crucial in order to create an interactive,

multimedia-learning atmosphere.

The other challenge was the probability of obtaining OPI testing samples and

statistics since those materials are considered confidential and releasing them

required the approval of different concerned parties.

Methods and Procedures

By working at DLI, the designer was able to analyze the learners of this

instructional design project. The strength and weakness in the performance of the

organization, concerning the knowledge of speaking proficiency tests, was

assessed. The current material being used to introduce OPI is based on the

information of the OPI Manual and PowerPoint presentations, but this type of

delivery lacks interactivity. The needs analysis pointed out the necessity to create

a more engaging format for language teachers. Through learner analysis and

performance level, the learning objectives for the project were developed.


Development

The development process began in the third semester with the conceptual

idea and design for the tutorial. As more was learned about the instructional

design process, learning theories, and technical tools, the concept was revised and

refined accordingly. The development process for the training consisted of:

Conceptual design

Prototype design and development

Prototype evaluation and assessment

Final Product

Conceptual design

This process began with an instructional design class. This class structured the

process for creating the tutorial and the steps required in the process using the

ADDIE Module. Elements included:

Formal need assessment

Learner analysis

Task and topic analysis

Goals and objectives

Development and design plan

Learning assessment

Prototype development

This stage of the process consisted of applying both theoretical and technical

information techniques to design and develop a functional prototype of the

instructional goal. The principles and fundamentals of two learning theories,

behaviorism and cognitivism have been used for this purpose.


The training was produced using Articulate Storyline. After determining the

structure and design, the prototype was finalized and created. It consisted of all

required components that were envisioned for final product: video, audio

narration, written text, and interactive activities and quizzes.

Gaining new theoretical concepts for creating instructional materials for adult

learners led to a major revision of the prototype design. The goal was to provide

the learner with a training experience without providing complicated training

structure. Acquiring new technical skills within Articulate Storyline led to a few

revisions.

The process of designing the tutorial in Articulate Storyline and creating the

multimedia assets took approximately three months. With many reviews in

concept, the final product was completed and submitted with few suggestions for

improvement from the advisor.

How the project was designed and developed

The method in designing and developing this capstone project paralleled

with the approach illustrated in the ADDIE Model. Amidst working at Defense

Language Institute as a certified OPI tester, there was an ability to analyze the

learners of instructional design project. The strength and the weakness in the

organization were assessed in terms of conducting reliable speaking tests. An

already established intervention for the problem such as the OPI Familiarization

Workshop was considered. After weighing the risks versus the benefits in a

proposal, it was concluded that the intervention would soon become the capstone

project. Then the instruction methods, media and material, which they would be

used in designing and developing an interactive module, were selected. Articulate

Storyline seemed to have enough interactive tools to deliver the type of modules

that was intended. The next part of the design was the ability to translate ideas


into modules by utilizing the chosen media. This was a time consuming process as

it took ample time to master the program in order to take full advantage of all the

tools the media provided. A search was conducted for images that could correlate

with information being presented in the lessons in order to match the terminology

with a visual. Learner participation was also achieved through the inclusion of

interactive quizzes that were created within Articulate Storyline at the end of each

lesson. These quizzes would cohere with the objectives that had been stated at the

beginning of the module. The goal of this capstone was to teach through

experiencing. Finally, the last part of the design was the evaluation and revision

of the project. Aside from analyzing for any glitches and quality assurance, it was

meant to make sure that each part of the capstone correlated back to the goal of

the project, and the objectives stated at the beginning of the capstone. Overall, the

ADDIE Model approach to designing the project endorsed achieving the

instructional goals in a structured and organized manner.

Resources

Time

The preparation of each module took approximately one month on average,

total of around three months. This entire process was rather time consuming;

starting from the design of each lesson to the application of these ideas into an

interactive media via Articulate storyline. Due to the number of components in

each lesson, a detailed schedule was established and it was vital to adhere to it.

The product of each module had to be constantly evaluated and revised. On top of

the time spent in designing and developing the modules, time was devoted to

learning the advanced features of Articulate Storyline.


Cost

The cost was minimal in terms of physical spending. The only actual cost

spent on this project was the cost of Articulate Storyline software utilized to

create the module of this capstone project. Ultimately, the time devoted for the

project was the greatest cost. The project was tested and assessed by DLI

instructors and hence the evaluation of this project did not cost anything.

Hardware and Software

The production of this project demanded minimal hardware and software

for its completion; required only computer, Internet connection, Adobe Audition,

and Articulate Storyline, in addition to the OPI 2000 Test Certification Workshop

TRAINING MANUAL.

The finished product is a web-based application. The host site is located on the

DLI network, therefore, no external resources or space allocation was required.

External Expertise

The MIST program has provided a foundation in technology through

which the designer can apply and develop the teaching experiences. A Subject

Matter Expert (SME), who was an OPI training facilitator, was consulted during

the training verification process. The collaboration with the SME in particular

provided an insight on the capability and potential that the capstone project had

when applied to the practical assessment of speaking tests.

Technical Skills required to finish the project

There were two vital skills required to create and develop the training.

Project management and technical proficiency with the software used. To

successfully complete an instructional design project of this scope, one of the

most important skills needed to be mastered is project management. Flowchart or

storyboarding the process is crucial because time was one of the most valuable


resources. Planning and time management were a constant challenges during the

development phase.

A functional proficiency of Articulate Storyline was necessary. It required the

ability to:

Create and manipulate images.

Import and edit audios

Import and edit videos.

Timeline and Progress Report

Timeline

The steps in the process of developing the project are outlined as the following.

Analysis of current performance level…………………………….August 1, 2013

Design document of the project…………………………………..August 11, 2013

Outline learning objectives and formulating quizzes…………September 15, 2013

Capstone prototype development……………………………...November 05, 2013

Complete the development of the capstone design……………November 12, 2013

Assess the quality of the capstone project…………………….November 21, 2013

Present completed capstone project……………………………December 17, 2013

Major Deliverables

Capstone Final Report (Hard copy & on CD)

Final Capstone Project (on CD)

Capstone one page summary


Evaluation

Formative evaluation

Formative Assessment is part of the instructional process. When

incorporated into classroom practice, it provides the information needed to adjust

teaching and learning while they are occurring. In this sense, formative

assessment informs the designer about learner understanding at a point when

appropriate adjustments can be made. These adjustments help to ensure

achievement of learning goals within a set time frame.

A full-scale formative evaluation for the module was completed in

November. The evaluation included pre-test and post-test survey created on

Google Forms. Please refer to Appendix A for the survey provided to the test-

subjects for receiving feedback as a form of formative evaluation. The test-

subjects selection based on the duty position in their respective organizations:

Two were DLI instructors in two different locations outside the Presidio of

Monterey, one was in North Carolina, and the other one was in Colorado. The

other four were at the Presidio of Monterey; one of them was a certified OPI

tester.

After agreeing to participate in the evaluation process, the test-subjects

were sent an email with links of the survey and the tutorial itself. They were asked

to offer their feedback on the design, structure, functionality, comprehensiveness,

and applicability of the tutorial content. The evaluation form consisted of a series

of questions on each criterion, with Likert scale rating from 1-5 (1. Strongly

Agree. 2. Agree. 3. Neutral. 4. Disagree. 5. Strongly Disagree).

After analyzing the results of the evaluation, the following was concluded.

The course materials were well organized and designed in scope and

applicability of the content.


The organization and layout of the design were easy to follow. Navigation

is easy, and all links and buttons worked properly.

The concepts were delivered in a clear manner. The structure and

organization of the module is solid.

The objectives of training were met.

The following improvements were introduced based on the revisions resulting

from the survey feedback.

Rewording certain phrases for more clarity

Changing the font and color of some words and phrases for easier

processing and as a means to better accommodate visual learners.

Setting the length of time for some slides and some sentences as they

appear on the screen was achieved through the feedback.

Conclusion

The knowledge acquired in the MIST program helped to formulate a new

approach to instructing DLI teachers about the basics of OPI in a short period of

time. Using this method, beta testing it, and continuously revising it has proved

the effectiveness of the training. The method is one that aims to achieve a

competency that is not OPI certification but rather utilizes those basic components

to make a template to which teachers could refer to it when conducting speaking

tests.

What has been learned from the project?

The MIST program has allowed the designer to translate teaching skills,

which have been acquired over the last five years as an adult educator, into a more

structural and organized approach. The designer was able to grasp the

methodology and theories behind the many layers of the instructional realm, and


further was able to learn more ways to deliver knowledge to varying learner types

using different medium for conveying the information. Without the MIST

program, it would not have been possible to structure the knowledge in a way so

that it is more flexible and adaptable to a varying audience. The scope of teaching

methods has expanded tremendously, and the power of the inclusion of

technology in instruction has been evident throughout the entire process.

Learning the instructional design process has greatly increased the ability

to design, create, and develop instructional materials for use in either a classroom

environment, or a web-based application. Creating this project required learning a

new design process, new technical skills and software program, as well as

applying the principles of adult learning to a real world environment.

Future of the project

A summative evaluation of the training will be conducted by the academic

specialists in the School of Middle East III, within two to three months after

publishing the module on the school’s website. Analysis of the results and user

feedback will determine if any changes or modification in the design or content

need to be implemented. A possible course of action for this project in the future

is the inclusion of more proficiency speaking levels. Such incorporation will aid

the teachers to increase the students’ proficiency by posing tasks from the next

higher levels.


Appendices

Appendix A

Pre-OPI Online Training Survey

I would like you to participate in a survey and usability test conducted by Ehab

Khalaf. The purpose of this research is to evaluate the effectiveness of an

instructional prototype on OPI training. Your constructive feedback on the e-

learning module prototype will contribute to improving and developing the final

outcome of the e-learning module.

If you decide to participate in this research, you will be asked to do the following:

Answer pre-survey questions, online training, and post-survey. The entire process

will take between 30-45 minutes to complete.

Are you motivated to use an e-learning module for training purpose?

Yes

No

Undecided

Degree of comfort in learning from an online training?

(1 being the lowest. 5 being the highest)

1. 2. 3. 4. 5.

Would you invest your time to learn from an online course?

Yes

No

Undecided

Years of experience at DLI

1-5

6-10

10+

Are you a certified OPI tester?

Yes

No


Appendix B

Post-Online OPI Training Survey

The purpose of the post-survey is to assess the effectiveness of the presented

material throughout this course in terms of content and structure.

1. Strongly Agree. 2. Agree. 3. Neutral. 4. Disagree. 5. Strongly Disagree

The training meets the course objectives

Strongly Agree 1. 2. 3. 4. 5. Strongly Disagree

The concepts were delivered in a clear manner


The organization and layout of the design were easy to follow


Technology was well integrated into the course


I will be able to apply what I have learned in this training to my job



Appendix C


References

Chalboub-Deville, M. & ,Fulcher ,G .( 2003 .)The oral proficiency interview :

A research agenda. sla nlenorelnrl nreeroF,n llon 36n,eln4.n

Defense Language Institute. (2013). Evaluation and standardization. Defense

Language Institute Retrieved June20, 2013 from

www.dliflc.edu/evaluationandsta.html

Gredler, M.(2009). Learning and instruction: Theory into practice. 6th

edition.

siggs, T.)2011(. Oral proficiency testing and its significance for practice.

vol XX I , no 4.

Salberry, R.)2001(. Revising the rivesd format of ACTFd oral proficiency

interview.

http://www.dliflc.edu/evaluationandsta.html

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