Assessing the Development of L2 Speaking Skills in Inside-School and Outside-School Settings Through Growth Modelling KU Leuven Universiteit Antwerpen
This study investigates the differential effects of a task-based inside-school intervention and an outside-school project intervention on the development of speaking skills of 56 beginner second language (L2)-learners. The study extends previous research by looking at development across multiple occasions instead of two (i.e., a pretest and posttest), and by assessing speaking development by means of a non-intrusive task eliciting an informal ...