Comparing Videoconferencing and Human-to-Machine Modes in Speaking Assessment: Holistic Ratings, Analytical Measures, Psychological Factors, and Washback Effects

Abstract This study investigates the differences between videoconferencing and human-to-machine modes in speaking assessment, focusing on holistic ratings, analytical measures, psychological factors, and washback effects (impacts of a test on the teaching and learning). Thirty-eight Japanese learners of English completed both test modes and a questionnaire. They received higher holistic rating scores in the semi-direct mode than in the videoconferencing mode. The semi-direct mode exhibited superior syntactic complexity but sacrificed accuracy and fluency. Participants strongly preferred the videoconferencing mode, and felt that it fostered better learning behaviors, whereas the semi-direct mode encouraged concrete learning strategies focused on accuracy and prepared templates.