The selection of writing tasks in second language tests for academic purposes

Abstract

The aim of this paper is to identify the relevance of the tasks chosen for a Spanish language exam for academic purposes, and also to identify the task’s intrinsic variables that might enhance or not the interaction with the examinee. The study was conducted in two phases: pilot and first administration of the exam. 59 non Spanish speakers at the graduate and undergraduate level took part in the project. The results show that the discrete tasks proposed allow students to use the writing abilities that are important to communicate in the academic context, but not those abilities to build up knowledge. By the same token, the appropriate selection of graphs and argumentative topics promotes the student’s interaction and engagement with the task. Finally, it is important to highlight that the transcription mode influences the rater’s perception about the content of the script.