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When teaching a large number of students, it is difficult at any level of instruction to schedule personal interviews with each one, even though acquiring oral proficiency is often the major goal for student learners. Requiring speaking assignments via voice-mail and evaluating them with a simple set of rubrics allows teachers to maximize student oral production, to include speaking in assessment and to do so quickly and effectively. This is not to supplant face-to-face oral interviews but to supplement them.
