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Learning oriented feedback in the development and assessment of interactional competence
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How much does test-takers’ listening proficiency matter in oral interview tests?
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The impact on candidates of examiner interventions in oral interview tests
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Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances
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Examiner interventions in oral interview tests: what are the listening demands they make upon candidates?
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Assessment of candidates' interactional competence using group oral tests
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Analysing multi-person discourse in group speaking tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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Effects of pre-task planning on paired oral test performance: a case of beginning EFL learners
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Effects of the number of participants on group oral test performance
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Exploring the use of video-conferencing technology to deliver the IELTS Speaking Test: Phase 3 technical trial
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Abstract:
This report presents Phase 3 of the study which was carried out with test-takers in five cities in Latin America. This phase focused only on the video-conferencing mode of delivery of the IELTS Speaking test. The primary aims were to: trial a new platform to deliver video-conferencing tests across different locations; and further investigate the scoring validity of the video-conferencing test.
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Keyword:
language assessment; Q100 Linguistics; video conferencing
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URL: http://hdl.handle.net/10547/623685
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The IELTS Speaking Test: what can we learn from examiner voices?
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Academic speaking: does the construct exist, and if so, how do we test it?
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Applying the socio-cognitive framework: gathering validity evidence during the development of a speaking test ; Lessons and Legacy: A Tribute to Professor Cyril J Weir (1950–2018)
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Development of empirically driven checklists for learners’ interactional competence
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Validating speaking test rating scales through microanalysis of fluency using PRAAT
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Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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Researching metadiscourse markers in candidates’ writing at Cambridge FCE, CAE and CPE levels
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