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Language Testing
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Estimating the difficulty of oral proficiency tasks: what does the test-taker have to offer?

Catherine Elder

University of Auckland

Noriko Iwashita

University of Melbourne, norikoi{at}unimelb.edu.au

Tim McNamara

University of Melbourne

This study investigates the impact of performance conditions on perceptions of task difficulty in a test of spoken language, in light of the cognitive complexity framework proposed by Skehan (1998). Candidates performed a series of narrative tasks whose characteristics, and the conditions under which they were performed, were manipulated, and the impact of these on task performance was analysed. Test-takers recorded their perceptions of the relative difficulty of each task and their attitudes to them. Results offered little support for Skehan’s framework in the context of oral proficiency assessment, and also raise doubts about post hoc estimates of task difficulty by test-takers.

Language Testing, Vol. 19, No. 4, 347-368 (2002)
DOI: 10.1191/0265532202lt235oa
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