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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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Abstract:
English is taught as a foreign language in elementary and high schools in Bosnia and Herzegovina (BIH). However, since the number of English classes per week is very limited they should be utilized in the best possible way to produce proficient users of English. Nowadays, when language proficiency is viewed as one’s ability to speak and write in the target language and not about it, the need for the proficiency evaluation in schools arises. The present study attempts to shed a spot of light on this issue, investigating two very common ways of assessing students’ knowledge in schools, namely tests and writing assignments. Hence, through the interviews with English teachers and the analysis of students’ tests and writing assignments, the current paper explores the ways in which these two measures are realized, the tasks they consist of, the type of linguistic knowledge they are used to evaluate, their levels of difficulty, and the type of corrective feedback teachers provide on both of them. The results suggest that teachers on both measure rather students’ explicit than their implicit knowledge, focusing much more on accuracy than fluency development.
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Keyword:
assessment; corrective feedback; efl; Language. Linguistic theory. Comparative grammar; P101-410; test; writing assignment
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URL: https://doi.org/10.1515/exell-2017-0006 https://doaj.org/article/c8650fa5e14e4ff898fbedc0394247f3
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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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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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