The relationship between poststimulus pause, learner proficiency, and working memory in an Elicited Imitation Task

Abstract

Abstract The Elicited Imitation Task (EIT) is a popular technique for efficiently measuring global proficiency in multiple languages, and accumulated evidence indicates high reliability and strong relationships with other proficiency measures. Nevertheless, several dimensions of EIT design remain open to investigation, including the assumption that a pause is required in between the aural stimulus and oral response, to ensure processing of the input and prevent so-called parroting. This study investigated the relationship between three poststimulus pause conditions, learners’ proficiency and working memory, and their EIT scores as well as their perceptions of task difficulty, mental effort, focus, and interest. Findings indicated no differences in performances or perceptions between the 0-second pause, 2-second pause, and 5-second pause conditions, and a weak relationship between EIT performance and working memory. Across all conditions, the EIT distinguished consistently among proficiency levels, correlated strongly with a criterion proficiency measure, and produced remarkably reliable scores.