Natural Language Processing for Script Writing Assistance

Abstract

Despite the importance of monitoring in self-regulated learning (SRL) and second language (L2) speech production outside of testing situations, there's limited understanding of how this metacognitive skill operates during tests and its impact on learner performance. Given the interconnected relationship between L2 testing and learning, it's crucial to explore how monitoring works during speaking tests, particularly computer-delivered integrated speaking tests. These tests are increasingly used in L2 classrooms and are seen as the future of L2 assessment.

This study aims to investigate how 95 Chinese learners of English as a foreign language (EFL) used monitoring during computer-delivered integrated speaking tests. Participants completed a self-reported questionnaire after performing three speaking tasks. Descriptive analysis followed by Hierarchical Linear Modeling (HLM) showed that monitoring was frequently used by learners, but it didn't significantly affect their performance.

These findings have implications for SRL in pedagogy: educators should help learners develop self-regulation skills, including self-monitoring during tests, by simulating testing conditions in classroom activities. Additionally, the study provides insights into L2 testing by focusing on self-monitoring as a component of strategic competence, a crucial aspect of L2 assessment.