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Black Lives Matter in Teaching English as a Second Language!
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In: Faculty Publications (2021)
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Rewilding Language Education: Emergent Assemblages and Entangled Actions
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In: Applied Linguistics Faculty Publications and Presentations (2021)
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Everybody Does It: The Pragmatics and Perceptions of International Chinese Graduate Students and their American Peers Regarding Gossip
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In: Journal of Multilingual Education Research (2021)
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Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
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In: Doctoral Dissertations (2021)
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Khmer Phonetics & Phonology: Theoretical Implications for ESL Instruction
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In: Senior Honors Theses (2020)
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An Interventionist Approach to Language Study Abroad: Exploring Metalinguistic Awareness in the Acquisition of Spanish through Digital Portfolio Documentation and Expert Mentorship
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In: Electronic Thesis and Dissertation Repository (2018)
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Monolingual or Bilingual Approach: The Effectiveness of Teaching Methods in Second Language Classroom
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In: Purdue Linguistics, Literature, and Second Language Studies Conference (2017)
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Effectively Teaching a Second Language: Principles and Practices
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In: All Graduate Plan B and other Reports (2017)
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10 |
The Washback of the TOEFL iBT in Vietnam
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In: Australian Journal of Teacher Education (2016)
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Abstract:
Washback, or the influence of testing on teaching and learning, has received considerable attention in language testing research over the past twenty years. It is widely argued that testing, particularly high-stakes testing, exerts a powerful influence, whether intended or unintended, positive or negative, on both teachers and learners. This article investigates the washback effects of a high-stakes English language proficiency test, the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT), in Vietnam. Vietnam, a developing country whose educational philosophies differ from those underpinning the TOEFL iBT, provided a unique context to explore the test's washback. In the course of this study, four teachers were observed and teaching materials were collected from educational institutions in Vietnam. The study revealed that the TOEFL iBT influenced both what the teachers taught and how they taught but its effects were mediated by the use of test preparation materials.
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Keyword:
and Multicultural Education; and Research; Applied Linguistics; Assessment; Bilingual; Educational Assessment; English as a Foreign Language; Evaluation; Multilingual; Test Preparation; TOEFL iBT; Vietnam; Washback
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3146&context=ajte https://ro.ecu.edu.au/ajte/vol41/iss7/10
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A teacher development program on CALL materials evaluation: teachers' knowledge and attitudes toward technology
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In: Graduate Theses and Dissertations (2016)
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Teaching English for social justice: Implications from a study of Japanese students’ perceptions of EFL education
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In: Sociology Faculty Presentations (2016)
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Error Types in ESL Writing in the United Arab Emirates
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In: Purdue Linguistics, Literature, and Second Language Studies Conference (2016)
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14 |
The Post-Sojourn in Study Abroad Research—Another Frontier
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In: Comparative and International Education / Éducation Comparée et Internationale (2016)
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15 |
Contextualized Recognition of Fingerspelled Words
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In: Journal of Interpretation (2016)
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Talking Back, with Reawakened Voices: Analyzing the Potential for Indigenous California Languages Coursework at California Polytechnic State University
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In: Ethnic Studies (2015)
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Development and validation of virtual interactive tasks for an aviation English assessment
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In: Graduate Theses and Dissertations (2015)
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The effects of metacognitive strategy training on ESL learners' self-directed use of TED Talk videos for second language listening
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In: Graduate Theses and Dissertations (2015)
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19 |
Order of Acquisition: A Comparison of L1 and L2 English and Spanish Morpheme Acquisition
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In: Senior Honors Theses (2015)
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Nonstandard Languages: The Outcasts of the Language Revitalization Movement
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In: Senior Honors Theses (2015)
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