Can the Oral Proficiency Interview ‐ Computer (ACTFL OPIc) be used instead of the Oral Proficiency Interview (ACTFL OPI)? An aligned rank transform (ART) analysis
Bibliographic Data
| ID | 8937697 |
|---|---|
| Authors | Troy L Cox (0000-0001-9379-5102, Brigham Young University Provo Utah USA), Gregory L Thompson (0000-0003-4709-4836, Brigham Young University Provo Utah USA, corresponding author), Steven S Stokes (Brigham Young University‐Idaho Rexburg Idaho USA) |
| Year | 2025 |
| Volume | 58 |
| Issue | 2 |
| Pages | 300-325 |
| Publication date | 2025-04-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12804 |
| OpenAlex | W4409655739 |
| Language | EN |
| Citations received | 1 |
| References cited | 34 |
This study investigated the differences between the ACTFL Oral Proficiency Interview (OPI) and the ACTFL Oral Proficiency Interview ‐ Computer (OPIc) among Spanish learners at a U.S. university. Participants ( N = 154) were randomly assigned to take both tests in a counterbalanced order to mitigate test order effects. Data were analyzed using an aligned rank transform (ART) analysis, focusing on variables such as gender, age, language courses, missionary experience, and self‐assessed Spanish ability. Results showed a strong correlation between ACTFL OPI and ACTFL OPIc ratings (τ = 0.79, p < .001), though ACTFL OPIc ratings were slightly higher on average. No significant order effects were found, indicating the order of test administration did not influence ratings. The reliability of both tests was confirmed, and no significant biases were detected. The findings suggest that both ACTFL OPI and ACTFL OPIc are effective, holistic measures of Spanish oral proficiency, with ACTFL OPIc offering a slight advantage in rating outcomes. Pedagogically, this suggests flexibility in test choice without compromising assessment integrity
Flexibility (engineering · Language proficiency · Mathematics education · Pedagogy · Statistics · Study abroad · Test (biology · EFL/ESL Teaching and Learning · Mathematics · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching · Social Psychology
Bias in Language Assessment
Language Testing and Validation
Cognition through the lifespan
A closer look at a marginalized test method
A probe into EFL learners’ emotioncy as a source of test bias
Test Review
The validity of direct versus semi- direct oral tests
ACTFL Oral Proficiency Interview – computer (OPIc)
Using the ACTFL OPIc to assess proficiency and monitor progress in a tertiary foreign languages program
Automated scoring and feedback systems
The effects of group members' personalities on a test taker's L2 group oral discussion test scores
Self-assessment in second language testing
The impact of gender in oral proficiency testing
A meta-analysis of self-assessment and language performance in language testing and assessment
Oral Proficiency Assessment
Investigating the ecological validity of second language writing assessment tasks
Assessing the Validity of Can‐Do Statements in Retrospective (Then‐Now) Self‐Assessment
Comparing the OPI and the OPIc
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |