In the assessment of second language oral communication, the video-call speaking test has received increasing attention as a test method with higher practicality than its in-person counterpart, but still with broad coverage of the test construct. Previous studies into video-call assessment have focussed on the individual (as opposed to paired or group) interactional format. The current study extends this line of research by focussing on paired speaking interactions, with a specific focus on the construct of interactional competence. A concurrent triangulation design was adopted with the use of both quantitative and qualitative data through recordings and scores of test performances, questionnaires, and focus groups. Findings indicate that video-call paired interactions in the assessment context of interest in this study are largely comparable to in-person interactions in terms of scores, with statistically small-effect size differences identified. Some differences in terms of turn-taking management, examiner, and test-taker perceptions were also identified. We argue for a more in-depth awareness of the characteristics of video-call speaking in its own right, which can inform both assessment and learning contexts.

中文翻译：

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探索视频通话配对口语测试中的交互：看看分数、语言和感知

在第二语言口语交际评估中，视频通话口语测试作为一种比面对面测试实用性更高、但测试结构覆盖面更广的测试方法越来越受到关注。之前对视频通话评估的研究主要集中在个人（而不是配对或团体）互动形式上。目前的研究通过关注配对言语互动来扩展这一研究方向，特别关注互动能力的构建。采用并行三角测量设计，通过测试表现的记录和评分、问卷调查和焦点小组使用定量和定性数据。研究结果表明，本研究中感兴趣的评估环境中的视频通话配对互动在分数方面与面对面互动在很大程度上具有可比性，并且在统计上发现了较小的效应大小差异。还发现了轮流管理、考官和考生看法方面的一些差异。我们主张更深入地了解视频通话演讲本身的特征，这可以为评估和学习环境提供信息。