Foreign Language Annals · 2003 · 27 citations · 22 references
Language StudiesEducational AssessmentSecond Language StudiesLanguage EducationSecond Language EducationSecond Language LearningLanguage AssessmentLanguage LearningLanguage Proficiency TestingOral AssessmentSecond Language AcquisitionSpeaking ProficiencyAssessing L2 ProficiencyForeign Language InstructionForeign Language Proficiency AssessmentInterrater ReliabilityOral Language AssessmentOral Proficiency InterviewSpeaking Test ValidityStudent Language Proficiency
The ACTFL Guidelines and oral proficiency interview (OPI), introduced in 1982, are widely used by foreign language educators but have faced criticism, especially regarding validity, with studies such as Thompson (1995) examining interrater reliability. The article reviews research on the ACTFL OPI and Guidelines from 1990 onward. The author analyzes research trends, draws lessons from other proficiency tests, and recommends future study directions. The study identifies research trends, extracts lessons from other proficiency tests, and suggests future research areas.
Abstract: Since their initial publication in 1982, the ACTFL Guidelines and oral proficiency interview (OPI) have enjoyed widespread use by foreign language educators. They have also been the target of much criticism by researchers of second language acquisition and testing. Much of this criticism has focused on validity claims for the OPI. Other research (e.g., Thompson, 1995) has investigated the interrater reliability of the test. This article provides an overview of research (both critical analyses and empirical studies) conducted on the ACTFL OPI and Guidelines from 1990 to present. The author identifies trends in this research, discusses lessons learned from research in other proficiency test areas, and provides recommendations for areas of future study.
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