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Beltran, Jorge Luis (10)
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Lin, Rongchan (2)
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Simple Search
Hits 1 – 10 of 10
1
New Trends in Pragmatics Assessment Research: An Introduction
Beltran, Jorge Luis
;
Stabler-Havener, Michelle L.
. - 2019
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2
An Interview with APPLE Lecture Speaker Dr. Paul Kei Matsuda
Beltran, Jorge Luis
;
Kim, Peter
;
Wang, Arthur Yuanheng
. - 2019
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3
A Meaning-Based Multiple-Choice Test of Pragmatic Knowledge: Does It Work?
Beltran, Jorge Luis
. - 2019
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4
New Trends in Pragmatics Assessment Research: An Introduction ...
Beltran, Jorge Luis
;
Stabler-Havener, Michelle L.
. - : Columbia University, 2019
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5
An Interview with APPLE Lecture Speaker Dr. Paul Kei Matsuda ...
Beltran, Jorge Luis
;
Kim, Peter
;
Wang, Arthur Yuanheng
. - : Columbia University, 2019
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6
A Meaning-Based Multiple-Choice Test of Pragmatic Knowledge: Does It Work? ...
Beltran, Jorge Luis
. - : Columbia University, 2019
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7
Exploring the Possibilities of Scenario-based Assessment: An Introduction
Beltran, Jorge Luis
;
Lin, Rongchan
. - 2017
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8
Exploring the Possibilities of Scenario-based Assessment: An Introduction ...
Beltran, Jorge Luis
;
Lin, Rongchan
. - : Columbia University, 2017
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9
The Effects of Visual Input on Scoring a Speaking Achievement Test
Beltran, Jorge Luis
. - 2016
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10
The Effects of Visual Input on Scoring a Speaking Achievement Test ...
Beltran, Jorge Luis
. - : Columbia University, 2016
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 ...
Keyword:
Applied linguistics
;
Language and languages--Ability testing
;
Oral communication--Ability testing
;
Second language acquisition
;
Visual perception
URL:
https://academiccommons.columbia.edu/doi/10.7916/D8795GKM
https://dx.doi.org/10.7916/d8795gkm
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