Assessment of Oral Skills in Adolescents
Abstract
:1. Introduction
1.1. Oral Communicative Skills
1.2. Self-Perceived Ability and Self-Efficacy
1.3. Instruments for Assessing Self-Perceived Communicative Competence
1.4. Relationship between Oral Skills, Emotional Intelligence and Metacognitive Strategies Applied to Reading
2. Methods
2.1. Participants
2.2. Instruments
2.2.1. Test of Self-Perceived Oral Competence (TSOC)
2.2.2. Metacognitive Awareness of Reading Strategies Inventory (MARSI_R,)
2.2.3. Self-Report of Emotional Intelligence (Trait Meta-Mood Scale TMMS-24,)
2.3. Procedure
2.4. Data Analysis
3. Results
3.1. Psychometric Properties of the Items and Reliability of the TSOC
3.2. Construct Validity
3.3. Construct Validity: Correlations with Other Variables
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Acknowledgments
Conflicts of Interest
Appendix A
- 1. In a conversation in class, when you want to say something and can’t wait, ask for permission to intervene.
- 2. You care for your language so your words do not annoy others.
- 3. When others speak you pay attention to what they say
- 4. You use body language to make yourself understood
- 5. Other people clearly interpret the emotions you express with your face
- 6. You are aware of how your tone of voice and volume may affect others
- 7. You pause so that others can follow better what you want to say
- 8. You think of the order of the things you are going to say before you speak
- 9. You are concerned with making clear what the main ideas are and what are the details
- 10. When you explain something, you make clear whether you are changing the subject or continuing with the same one
- 11. You use expressions or phrases that mark the end of your speech
- 12. When you speak in class you connect phrases with words make it easier you to be understood
- 13. You indicate in some way when you are giving your own opinion, and when it is information from other people or sources (books, news, the internet...)
- 14. You make an effort to make clear what you want to express
- 15. You back what you want to say with reasons and arguments
- 16. In your explanations you include other points of view or information contrary to your own.
- 17. At the end of your contribution you summarise the most important points of what you said
- 18. You explain where you take your information from, or what you base your opinions on
- 19. You refer to how you organize the ideas you are expressing, using words like “argument, tone, idea, conclusion, etc.” so that you can be understood better.
- 20. In a conversation, words that express what you want to say come easily to mind.
- 21. It is easy for you to find the words when you have to speak formally.
- 22. In your contributions you use new words you have learned recently.
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Item | Scale Mean | Scale SD | Total Correlation Item-Test | Cronbach’s Alpha |
---|---|---|---|---|
IT 1 | 88.15 | 18.48 | 0.360 | 0.848 |
IT 2 | 86.91 | 18.79 | 0.238 | 0.852 |
IT 3 | 86.50 | 18.84 | 0.332 | 0.848 |
IT 4 | 88.43 | 18.63 | 0.334 | 0.849 |
IT 5 | 87.91 | 18.63 | 0.335 | 0.849 |
IT 6 | 88.45 | 18.46 | 0.439 | 0.845 |
IT 7 | 88.19 | 18.54 | 0.417 | 0.845 |
IT 8 | 87.15 | 18.70 | 0.322 | 0.849 |
IT 9 | 88.07 | 18.60 | 0.323 | 0.849 |
IT 10 | 88.61 | 18.31 | 0.474 | 0.843 |
IT 11 | 87.98 | 18.21 | 0.615 | 0.838 |
IT 12 | 87.93 | 18.34 | 0.473 | 0.843 |
IT 13 | 87.87 | 18.39 | 0.444 | 0.844 |
IT 14 | 86.61 | 18.37 | 0.601 | 0.840 |
IT 15 | 86.92 | 18.43 | 0.516 | 0.842 |
IT 16 | 88.62 | 18.53 | 0.378 | 0.847 |
IT 17 | 88.91 | 18.42 | 0.452 | 0.844 |
IT 18 | 88.73 | 18.49 | 0.443 | 0.845 |
IT 19 | 88.85 | 18.49 | 0.425 | 0.845 |
IT 20 | 87.40 | 18.37 | 0.533 | 0.841 |
IT 21 | 87.74 | 18.46 | 0.386 | 0.847 |
IT 22 | 88.17 | 18.40 | 0.450 | 0.844 |
Variables | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
---|---|---|---|---|---|---|---|---|---|
TSOC (1) | 1 | 0.351 * | 0.390 * | 0.374 * | 0.483 * | 0.388 * | 0.351 * | 0.412 * | 0.441 * |
Attention (2) | 1 | 0.357 * | 0.285 * | 0.731 * | 0.250 * | 0.168 * | 0.239 * | 0.256 * | |
Clarity (3) | 1 | 0.482 * | 0.799 * | 0.178 * | 0.140 * | 0.135 * | 0.186 * | ||
Repair (4) | 1 | 0.768 * | 0.211 * | 0.138 * | 0.138 * | 0.189 * | |||
TMMS-24 (5) | 1 | 0.295 * | 0.201 * | 0.225 * | 0.288 * | ||||
GRS (6) | 1 | 0.586 * | 0.586 * | 0.836 * | |||||
PPS (7) | 1 | 0.671 * | 0.866 * | ||||||
SRS (8) | 1 | 0.880 * | |||||||
MARSI_R (9) | 1 |
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Gràcia, M.; Alvarado, J.M.; Nieva, S. Assessment of Oral Skills in Adolescents. Children 2021, 8, 1136. https://doi.org/10.3390/children8121136
Gràcia M, Alvarado JM, Nieva S. Assessment of Oral Skills in Adolescents. Children. 2021; 8(12):1136. https://doi.org/10.3390/children8121136
Chicago/Turabian StyleGràcia, Marta, Jesús M. Alvarado, and Silvia Nieva. 2021. "Assessment of Oral Skills in Adolescents" Children 8, no. 12: 1136. https://doi.org/10.3390/children8121136