A Multi-CEFR-Level Learner Corpus Study to Quantify Fluency and Accuracy in Speech
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F25%3A10507126" target="_blank" >RIV/00216208:11210/25:10507126 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=3iV9Xkw8RK" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=3iV9Xkw8RK</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1177/00238309251393170" target="_blank" >10.1177/00238309251393170</a>
Alternative languages
Result language
angličtina
Original language name
A Multi-CEFR-Level Learner Corpus Study to Quantify Fluency and Accuracy in Speech
Original language description
This study strengthens the validation of learner speech assessment in the Common European Framework of Reference (CEFR) by analyzing the quantitative variables related to fluency and accuracy across four CEFR levels (A2, B1, B2, and C1). Drawing on a learner corpus approach, we examine 500,000 tokens from the Louvain International Database of Spoken English Interlanguage (LINDSEI) and its extensions, supplemented by post hoc rater evaluations. Three task types-a semi-monologic topic discussion, a dialogic interaction, and a monologic picture description-are used to elicit variation in speech production. The analysis focuses on speech rates, the frequency of filled and unfilled pauses, and error rates to unveil developmental trends in learner speech. The results reveal strong correlations between these fluency and accuracy metrics and CEFR levels, with speech rate emerging as the most reliable indicator of proficiency. The frequency of unfilled pauses decreases as proficiency increases, while filled pauses, although less critical to fluency assessment, offer insights into speech planning mechanisms. Error rates similarly decline with higher proficiency, reflecting greater accuracy in speech production. Exemplary instances for each CEFR level are presented, offering practical metrics for teaching, assessment, and rater training. While the study's limitations include an overrepresentation of Mandarin Chinese learners and the exclusion of pronunciation errors, these gaps highlight avenues for future research. This study provides empirical, task-sensitive evidence to enrich CEFR can-do descriptors, enhance rater training, and refine speaking assessments, contributing to more effective language teaching, learning, and assessment practices.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Language and Speech
ISSN
0023-8309
e-ISSN
1756-6053
Volume of the periodical
Neuveden
Issue of the periodical within the volume
December 26, 2025
Country of publishing house
GB - UNITED KINGDOM
Number of pages
34
Pages from-to
1-34
UT code for WoS article
001648904900001
EID of the result in the Scopus database
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