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This paper aims to investigate the difference when different planning time lengths, different rhetorical structures used in reading passages, and different test-takers' test wiseness levels are the variables to be considered. Twenty-six college students took the integrated speaking tests with three different planning time lengths of 30, 60 or 120 seconds and completed survey questions on perceptions regarding the different planning time lengths given. The results indicated that there was no significant difference in test performance. The participants‘ test-wiseness level did affect the test-takers’ performance significantly. In contrast, the speaking test scores for both experienced and novice participants were not affected by the differences in planning time length. The questionnaire revealed that 30-seconds of planning time was generally considered too short by most students, and that novice students preferred more planning time than experienced students.
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- Publisher :The Modern Linguistic Society of Korea
- Publisher(Ko) :한국현대언어학회
- Journal Title :The Journal of Studies in Language
- Journal Title(Ko) :언어연구
- Volume : 36
- No :1
- Pages :41-58
- DOI :https://doi.org/10.18627/jslg.36.1.202005.41