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The relationship between test-takers’ first language, listening proficiency and their performance on paired speaking tests
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| 42 |
Contrasting the oral and written narratives of six- and eight-year-old Canadian children
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| 43 |
Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension
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Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016
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| 44 |
Using The Mobile Application Evernote for Diagnostic Assessment to Enhance Foreign Language Proficiency
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| 45 |
An evaluation of a post-entry test: An item analysis using Classical Test Theory (CTT)
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In: Open Access Dissertations (2016)
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| 46 |
TOEFL Strategies: A Complete Guide to the iBT
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In: SHU Faculty Publications (2016)
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| 47 |
Speaking and Writing Strategies for the TOEFL iBT (2nd ed.)
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In: SHU Faculty Publications (2016)
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| 48 |
Avaliação de nivelamento no programa de português para estrangeiros da UFRGS : uma proposta de novos instrumentos avaliativos de leitura e escrita
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| 49 |
Sprachstandsfeststellung - eine Mixed-Methods Studie anhand der Profilanalyse und des C-Tests
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| 50 |
Minimal pair therapy as a method of improving oral English proficiency among non-native English language learners (ELLs)
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| 53 |
Short persistent sleep duration is associated with poor receptive vocabulary performance in middle childhood
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| 54 |
The productivity of ‘unnatural’ labial palatalization in Xhosa
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In: Nordlyd: Tromsø University Working Papers on Language & Linguistics, Vol 42, Iss 1 (2016) (2016)
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| 55 |
The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment
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In: ExELL (Explorations in English Language and Linguistics), Vol 4, Iss 1, Pp 41-57 (2016) (2016)
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| 56 |
Test Fairness in Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 54-59 (2016) (2016)
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| 57 |
Developing a c-test to measure language ability as an alternative to a skills-based test Ingrid Sarapuu, Ene Alas
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 237-252 (2016) (2016)
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| 58 |
The Educational Consequences of Language Proficiency for Young Children
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The Effects of Visual Input on Scoring a Speaking Achievement Test
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-23 (2016) (2016)
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Abstract:
In the assessment of aural skills of second language learners, the study of the inclusion of visual stimuli has almost exclusively been conducted in the context of listening assessment. While the inclusion of contextual information in test input has been advocated for by numerous researchers (Ockey, 2010), little has been said regarding the scoring of speaking tests, which also involves raters’ listening comprehension. This study is designed to identify the possible variation in the scoring of speaking test performance when the speech samples to be scored are presented in either audio-only or audio-visual format. A group of raters were first asked to score a set of audio-only speech samples from an achievement speaking test consisting of one monologic task through an online platform. Weeks later, they scored the same samples presented in audio-visual format. Scores from both scoring sessions were compared. Findings suggest that the inclusion of visual stimuli may not result in significant effects on assigned scores or internal consistency. Yet, given the raters’ reported preference of using the audio-visual format, the study results call for further exploration of the positive effects of delivery methods on rater effect.
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Keyword:
Applied linguistics; Aural skills; English language; L2; Language acquisition; P118-118.7; PE1-3729; Scoring; Second language; Speaking achievement test; Visual stimuli
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URL: https://doaj.org/article/1ecda0dc2c124fd884a210a170a202c1
https://doi.org/10.7916/D8543VDT
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| 60 |
LEARNERS’ PERSPECTIVES OF FACTORS INFLUENCING GAINS IN STANDARDIZED ENGLISH TEST SCORES
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In: TEFLIN Journal, Vol 27, Iss 1, Pp 63-81 (2016) (2016)
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