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An Investigation into Vocabulary Learning, Vocabulary Learning Strategies and Mind Mapping Use among Saudi Tertiary EFL Students
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Alsaleh, AAA. - : University of Exeter, 2022. : Education, 2022
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Examining Student-completed Teacher Evaluation and Stakeholder Perception in a Korean EFL University Context
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Kim, J. - : University of Exeter, 2021. : College of Social Sciences (Graduate School of Education), 2021
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Understanding the Situation of Learner Autonomy within the Context of Higher Education in Kurdistan-Iraq
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An Investigation into the Use of Word Lists in University Foundation Programs in the United Arab Emirates
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Issues in the Implementation of CLIL in Pre-Vocational Education in The Netherlands
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Participating in a shared cognitive space: An exploration of working collaboratively and longer-term performance of a complex grammatical structure
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Scotland, James. - : University of Exeter, 2017. : The University of Exeter Graduate School of Education, 2017
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The Influence of Features of Collocations on the Collocational Knowledge and Development of Kurdish High School Students: A Longitudinal Study
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The Education of Bilingual Teachers: Preparation of Thai Pre-service Teachers of English to Teach in Thai-English Bilingual Schools
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Phongploenpis, Sasiporn. - : University of Exeter, 2016. : College of Social Sciences and International Studies, 2016
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An inquiry into TESOL teachers’ perspectives on professional development in the workplace at a university in Saudi Arabia
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Identity Matters: Stories of Non-native English-speaking Teachers’ Experiences under the Shadow of Native Speakerism.
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Ashraf, Sabina. - : University of Exeter, 2016. : Graduate School of Education, 2016
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A Dynamic Assessment of Interactional Competence in Japanese Learners of EFL: The Act of Requesting
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Investigating the Process of EAP Course Design by Teachers at a Tertiary Level, English Department, a Private College in Oman from the Perspectives of Teachers and Students
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To what extent is the Academic Vocabulary List relevant to university student writing?
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The vocabulary learning behavior of Romanian high school students in a digital context
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Cojocnean, Diana Maria. - : University of Exeter, 2015. : College of Social Sciences and International Studies, Graduate School of Education, 2015
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International Teaching Faculty and a Monocultural Student Population: An Interpretive Analysis of Tertiary Teachers’ and Students’ Perceptions in the United Arab Emirates
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Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme
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Abstract:
This study evaluates how well the Pearson Test of English – Academic (PTE-A) predicts students’ performance in a pre-university EAP programme, how much progress students make on the EAP programme in terms of PTE-A scores, and what individual differences influence their performance. PTE-A is shown to be a relatively good predictor of student performance, with overall correlations of rs = .58 between pre-programme PTE-A scores and performance in end-of-programme assessments. This predictive relationship was shown to be relatively constant across a wide range of student variables. Over the ten-week programme, students improved their PTE-A scores by between 2.5 (for speaking) and 5.5 (for reading) points. This is in line with findings from previous studies which have measured gains in terms of IELTS bands. Important variables influencing gain scores were the age at which students had started learning English (late starters improved the most), the amount of extra-curricular reading done during the programme and attitudes towards the PTE-A test.
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URL: http://hdl.handle.net/10871/20567
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The Developing Relationship between Spoken and Written Syntax in an English Secondary School
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