Monologue, Dialogue and Multilogue - subsite

it less intimidating to hold a discussion withseveral peers rather than with an examiner ina one-on-one interview, to feel having morecontrol over the direction of the conversation,and to be allowed to produce more naturallanguage than they otherwise would.3. Purpose of the StudyThe purpose of the paper, based on questionnaireresults, is to assess the similarities and differences ofrating criteria of student speaking skills among juniorhigh school, high school and university level Englishteachers. It is hoped that a dynamic assessment ofthe oral proficiency from three aspects (Monologue,Dialogue and Multilogue) can be explored.4. MethodSubjects (N=)junior high school English teachers (n=)high school English teachers (n=)university English teachers (n=)InstrumentsA questionnaire format (see Appendix).ProceduresSubjects were asked to fill out a questionnaire.AnalysesThe data was analysed using the Excelanalysis program and the SPSS statisticalprogram.5. ResultsOverall TendencyMonologue Sampling fluency vocabulary grammar attitude organizationnJH .% .% .% .% .%H .% .% .% .% .%UNIV .% .% .% .% .%Dialogue Sampling fluency vocabulary grammar attitude comprehensionnJH .% .% .% .% .%H .% .% .% .% .%UNIV .% .% .% .% .%Multilogue Sampling fluency vocabulary grammar attitude persuasionnJH .% .% .% .% .%H .% .% .% .% .%UNIV .% .% .% .% .%136Educational Studies 51International Christian University