From: Evaluating CEFR rater performance through the analysis of spoken learner corpora
Teacher 1 | Teacher 2 | Teacher 3 | Teacher 4 | Teacher 5 | Teacher 6 | |
---|---|---|---|---|---|---|
First language | Mandarin Chinese | English | Mandarin Chinese | Mandarin Chinese | Mandarin Chinese | Mandarin Chinese |
Current academic position | Lecturer | PhD student and lecturer | Lecturer | Lecturer | Lecturer | Lecturer |
Recognized qualification in teaching English | TKT Module 1, 2, 3, and Young Learners, MA in Applied Linguistics (TEFL) | TEFL/ TESOL, Oxford Cambridge Phonics, BA in Education | MA in TESOL | MA in TESOL | MA in English Literature | MA in TEFL |
Years of teaching experience at university | 9 in Taiwan | 12 in the USA, China, Korea | 14 | 7 | 10 in Taiwan | 12 in Taiwan |
Years of teaching experience elsewhere | 0.5 | 12 (elementary/secondary) in the USA, China, Korea | 3 | 8 | 0 | 4 (preschool/young learners) in Taiwan |
Familiarity with non-English accents | Chinese | Korean, Japanese, Chinese, Hong Kong, Taiwanese, and Indonesian | Chinese | Chinese, Japanese, Singaporean, Malaysian, and Indonesian | Chinese, Japanese | Chinese, Japanese, Spanish, French, Indian, and German |
Past experience of rating speaking | No | Yes | No | Yes | No | No |
Familiarity with CEFR before the rater standardization training | Basic | None | Basic | None | Limited | Limited |
Past experience in using the CEFR scales for marking spoken English | None | None | None | None | None | None |