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Mehrsprachigkeit und ihre Implikationen im Fremdsprachenerwerb aus Lernenden- und Lehrendenperspektive im berufsbildenden mittleren und höheren Schulwesen in Wien 2017
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Test Takers’ Strategic Processes In A Simulated Two-Way Discussion Of The Ielts Speaking Test
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Judy, Christina. - : The University of Sydney, 2017. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2017
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Abstract:
A key concern among language testing experts has been how a test taker’s language ability is inferred based on a single score. Defining language ability is made difficult by the influence of factors within the test taker and beyond. One underlying factor is the use of strategies. This thesis investigates test takers’ use of strategies in a simulated two-way discussion of the International English Language Testing System (IELTS) Speaking Test. Two research questions addressed in this thesis are: (1) What strategies do test takers report using in the simulated two way discussion of the IELTS Speaking Test?; and (2) How useful are these strategies in helping test takers succeed in the test task? Data was collected through stimulated recall involving 12 international university (four undergraduate and eight graduate) students in Sydney, Australia who experienced a simulated two-way discussion test task. Video and audio recordings from both the speaking test and stimulated recall, respectively, were transcribed. Overall, participants reported using 18 individual strategies: seven cognitive, six metacognitive and five communication strategies to complete the speaking test. Participants were found to have used metacognitive and cognitive strategies the most, and communication strategies the least. Strategies were found to be deployed in clusters and not in a rigid sequence while completing the speaking task. Moreover, findings suggest that strategies used did not always positively impact participants’ test response quality. The implications on test preparation teaching pedagogy, test practices and future studies are discussed.
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Keyword:
IELTS speaking test; qualitative study; simulated recall; test takers' strategy use; two-way discussion
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URL: http://hdl.handle.net/2123/16831
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Narrative Medicine in the Native Tongue: The Effect of the L1 as a Moderating Variable of Exam Performance in Experimental Disclosure Therapy
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Análisis de impacto en un marco de ingeniería de requisitos basada en pruebas de aceptación
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Testing-Based Conceptual Schema Validation in a Model-Driven Environment
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Languages, Cultures, Media
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In: https://hal.archives-ouvertes.fr/hal-01412764 ; France. Langages (18), Université Savoie Mont-Blanc, pp.361, 2016, 978-2-919732-75-3 (2016)
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Sprache und Inklusion als Chance?! Expertise und Innovation für Kita, Schule und Praxis ...
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null. - : Schulz-Kirchner Verlag, 2016
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Sprache und Inklusion als Chance?! Expertise und Innovation für Kita, Schule und Praxis
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In: Idstein : Schulz-Kirchner Verlag 2016, 464 S. - (Sprachheilpädagogik aktuell. Beiträge für Schule, Kindergarten, therapeutische Praxis; 2) (2016)
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Dialectos da dor ; Perspectivas sobre a auto-injúria não-suicida em jovens
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Effect of Speech Recognition Testing on Self-Reported State Anxiety
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Averbales Testverfahren zur Demenzdiagnostik im Alter ... : Non-verbal test for diagnosis of dementia in older people ...
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NEPS technical report for science: Scaling results of starting cohort 3 in 6th grade
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In: Bamberg : Leibniz Institute for Educational Trajectories 2016, 28 S. - (NEPS Survey Paper; 5) (2016)
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NEPS technical report for science: Scaling results of starting cohort 4 in 11th grade
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Hahn, Inga; Kähler, Jana. - : Leibniz Institute for Educational Trajectories, National Educational Panel Study, 2016. : Bamberg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Bamberg : Leibniz Institute for Educational Trajectories, National Educational Panel Study 2016, 27 S. - (NEPS Survey Paper; 6) (2016)
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Cognitive and Visual Speech Contributions to Speech Perception in Challenging Listening Conditions
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The relationship between test-takers’ first language, listening proficiency and their performance on paired speaking tests
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Context, Construct, and Consequences: Washback of the College English Test in China
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