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Complexity Theory and Language Development: In celebration of Diane Larsen-Freeman
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Complexity Theory and Language Development: In celebration of Diane Larsen-Freeman ...
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Exploring the Variability of the Preposition “In” in Written Communication
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Exploring the Variability of the Preposition “In” in Written Communication ...
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Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States
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Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
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An Interview with APPLE Lecture Speaker Professor Brian MacWhinney
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Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development
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Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
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Self- and Peer-Assessment of Speaking
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Abstract:
The research on the second language (L2) speaking assessment has been predominantly concerned with formal proficiency tests. However, with a growing interest in learning-oriented assessment (LOA), more researchers are interested in learner involvement in speaking assessment (Blanche & Merino, 1989; Luoma, 2004; Ocarson, 1989). Self- and peer-assessment of speaking, where learners evaluate the performance of their own and their peers, can be an exemplar of assessment with its primary purpose on learning (Chen, 2006, 2008; Ibersson, 2012; Saito, 2008; Topping & Ehly, 1998). Depending on the purpose, self- and peer-assessment can take various forms: a questionnaire on general speaking ability, a learning log for metacognitive reflection, or a classroom activity where learners use the same rating criteria as their teachers (Bachman & Palmer, 1989; Chen, 2008, Rivers, 2001).
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Keyword:
Applied linguistics; English language--Study and teaching--Foreign speakers--Ability testing; Learning; Oral communication--Ability testing; Second language acquisition
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URL: https://doi.org/10.7916/D82F90FC
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Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
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The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development ...
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Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement ...
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Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States ...
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Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account ...
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Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom ...
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