Abstract

The purpose of this study was to compare the differences in strategies used in an online language for specific purposes (LSP) speaking test in tourism with two proficiency groups of students, and to investigate the strategies that should be used for low-proficiency students to improve their LSP speaking ability. The Web-based Speaking Test in English for Tourism (WBST-EFT) and a coding scheme were used as research instruments. Descriptive statistics, the Man-Whitney U test, percentages, and qualitative content analysis from verbal reports were used in the data analysis. The findings showed that the two proficiency groups significantly and differently reported cognitive and metacognitive strategies for this LSP online speaking test. The qualitative results indicated that high-proficiency students used more complex details in all of the sub-strategies than the low-proficiency students. Low-proficiency students should be trained to effectively employ these strategies to improve their LSP speaking ability through the use of an online LSP speaking test that has been considered as an effective tool and that provides an opportunity for students to self-assess and self-practice their performances. Both strategies and online speaking tools can be used with a large number of students to develop LSP speaking ability in tourism.

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