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Peer interaction among intensive immersive language course participants: Comparing the impact of face-to-face vs online delivery ...
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Do children think foreign-accented voices are best-suited to play villains? ...
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83 |
Development of complex syntax in the narratives of children with English as an Additional Language and their monolingual peers ...
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84 |
Neural correlates of morphosyntactic processing in Spanish-English bilingual children: An fNIRS study ...
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91 |
The icing on the cake. Or is it frosting? The influence of group membership on children’s lexical choices ...
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92 |
Professional Development of EFL Teachers in Tanzania: Ubinafsi or ujamaa?
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In: World Languages and Cultures Faculty Publications (2021)
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The IELTS Exam and Cut-Off Decisions: One University's Mistake
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In: World Languages and Cultures Faculty Publications (2020)
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Abstract:
College and university admissions officers are the gatekeepers who decide which individuals may join the "country club" of higher education. As such, the decisions they make have a significant impact on the lives of individuals, especially those who are willing to travel across the globe and risk living in an unfamiliar country in order to receive a postsecondary education. Making decisions about international students and their credentials is much more complicated than evaluating the applications of U.S. students. Part of this complicated process involves decisions regarding English language proficiency and cut-off scores for exams such as the Test of English as a Foreign Language (TOEFL®) and the International English Language Testing System (IELTS) examination. In the spirit of fairness and what is best for the students as well as institutions, this article describes the format of the IELTS, introduces some psycholinguistic terms, and evaluates the IELTS vis à vis six criteria for language-proficiency exams. Finally, a case study is shared from the author's university, i.e. a situation in which uninformed admissions decisions were made about students' English abilities as assessed by the IELTS and what was done to correct the situation. The author hopes that their mistake can serve as a lesson for other higher education institutions.
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Keyword:
College Admission; College Applicants; Cutting Scores; Decision Making; English (Second Language); Ethics; Evaluation Criteria; First and Second Language Acquisition; Foreiign Students; Higher Education; Language Proficiency; Language Tests; Linguistics; Psycholinguistics; Second Language Learning; Social and Behavioral Sciences; Test Format
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URL: https://digitalcommons.usu.edu/wlc_facpub/2
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Semantic consistency of actions influences young children’s word learning ...
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96 |
A model of linguistic accommodation leading to language simplification ...
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Incidental learning and long-term retention of new word meanings from stories: The effect of number of exposures ...
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Modeling Second-Language Learning from a Psychological Perspective ...
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99 |
Look before you speak: Children’s integration of visual information into informative referring expressions. ...
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Young children choose informative referring expressions to describe the agents and patients of transitive events ...
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