Complexity and lexical variety across tasks at B2 of the CEFR: the case of FCE and EOIP

Abstract

Standardized oral exams are part of the language learning process for many EFL learners. Although there is a growing body of research addressing a myriad of elements surrounding oral examinations, more studies are needed in order to ascertain how specific tasks within the same level of the Common European Framework of Reference for Languages (CEFR) might generate different instances of language. This TFM aims at examining the language produced and its comparison in the oral tasks present in two standardized tests at level B2 of the CEFR: Cambridge’s First Certificate in English and the B2 exam from the Escuela Oficial de Idiomas (EOIP)in Spain. The study analyses elements of the grammatical complexity and lexical variety in the production of 10 adult L1 Spanish learners of English as a Foreign Language performing the tasks in an online classroom context following Iwashita et al. (2008). Results reveal slight differences between both tasks. Interestingly, although the EOIP B2 task took participants a minute longer on average, the amount of language produced or its complexity were not substantially improved. The study advocates for a careful use of oral tasks that form part of standardized exams, keeping in mind the objective of a positive washback effect in order to promote the practice of the oral skill in the classroom.