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Towards the new construct of academic English in the digital age
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22 |
Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
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Abstract:
A list of language functions is usually included in task-based speaking test specifications as a useful tool to describe target output language of test-takers, to define TLU domains, and to specify task demands. Such lists are, however, often constructed intuitively and they also tend to focus solely on the types of function to be elicited and ignore the ways in which each function is realised across different levels of proficiency (Green, 2012). The study reported in this chapter is a part of a larger-scale test revision project for Trinity’s Integrated Skills in English (ISE) spoken examinations. Analysing audio-recordings of 32 performances on the ISE spoken examination both quantitatively and qualitatively, the aims of this study are (a) to empirically validate lists of language functions in the test specifications of the operational, large-scale, task-based examinations, (b) to explore the usefulness and potential of function analysis as a test task validation method, and (c) to contribute to a better understanding of varied test-taker language that is used to generate language functions.
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Keyword:
language testing; speaking; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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URL: https://doi.org/10.1007/978-981-16-4226-5 http://hdl.handle.net/10547/625331
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23 |
Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
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24 |
The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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25 |
English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
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27 |
Social Media and Intercultural Learning: An approach to EFL for Secondary Students
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28 |
“A better me”: Using acoustically modified learner voices as models
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Henderson, Alice J.; Skarnitzl, Radek. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2022
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29 |
Spoken propositional idea density, a measure to help second language English speaking students: a multicentre cohort study
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30 |
Teaching the pragmatics of English as an international language: A focus on pragmatic markers
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31 |
Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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Help wanted: the employment trajectory of multilingual transnational teachers
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33 |
Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia
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34 |
Teaching multimodal metadiscourse in academic English as a foreign language
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 155-172 (2022)
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35 |
The Influence of Teaching Practice in Primary and Secondary Schools on Teaching Efficacy of Normal University Students
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In: Cross-Cultural Communication; Vol 18, No 1 (2022): Cross-Cultural Communication; 32-37 ; 1923-6700 ; 1712-8358 (2022)
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36 |
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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38 |
Emotions in a Brazilian teacher’s experience report on remote English teaching during the COVID-19 pandemic
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 68-93 (2022) (2022)
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Musing over the role of emotions to promote the exodus from the Comfort Zone in English language teaching and learning at a state university in Brazil
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 125-155 (2022) (2022)
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In my shoes: empathy and critical emotional literacy in EFL lessons
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 17-36 (2022) (2022)
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