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An Interview with APPLE Lecture Speaker Professor Brian MacWhinney
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 1-2 (2016) (2016)
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| 22 |
Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 29-34 (2016) (2016)
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| 23 |
Positive Feedback Loops: Sarcasm and the Pseudo-Argument in Reddit Communities
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 84-97 (2016) (2016)
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| 24 |
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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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 60-63 (2016) (2016)
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| 25 |
Multimodality in the Classroom: An Introduction
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp i-vi (2016) (2016)
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| 26 |
Signaling Learner Stance through Multimodal Resources
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 44-50 (2016) (2016)
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| 27 |
Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 38-45 (2016) (2016)
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| 28 |
The Effects of Visual Input on Scoring a Speaking Achievement Test
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-23 (2016) (2016)
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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 scores or internal consistency. Yet, given the raters’ reported preference of using the audio-visual format, the study results call for further exploration of the positive effects of delivery methods on rater effect.
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Keyword:
Applied linguistics; Aural skills; English language; L2; Language acquisition; P118-118.7; PE1-3729; Scoring; Second language; Speaking achievement test; Visual stimuli
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URL: https://doaj.org/article/1ecda0dc2c124fd884a210a170a202c1
https://doi.org/10.7916/D8543VDT
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| 29 |
Contribution with Hand-Raising in Graduate Student Self-Selection: Bringing Legitimacy to the Focal Shift of Talk
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 35-39 (2016) (2016)
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| 30 |
Commentaries on Validity Issues in Foreign and Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp i-iii (2016) (2016)
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| 31 |
Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 51-55 (2016) (2016)
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| 32 |
Applying L2 Vocabulary Research Findings to Classroom Teaching
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015)
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| 33 |
Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
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| 34 |
Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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| 35 |
Another Look at Norris and Ortega (2000)
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
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| 36 |
Communication Disorders in Spanish Speakers: Theoretical, Research, and Clinical Aspects
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-5 (2015) (2015)
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| 37 |
Child Second Language Acquisition: What Do We Know?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 18-34 (2015) (2015)
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| 38 |
Studying Heritage Languages with a Focus on Multilingualism
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 47-49 (2015) (2015)
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| 39 |
Examining the Intersection between Task-Based Learning and Technology
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 60-62 (2015) (2015)
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| 40 |
The Role of Metalinguistic Awareness in Multilingual Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 57-59 (2015) (2015)
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