21 |
Applying the socio-cognitive framework: gathering validity evidence during the development of a speaking test ; Lessons and Legacy: A Tribute to Professor Cyril J Weir (1950–2018)
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22 |
Development of empirically driven checklists for learners’ interactional competence
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23 |
Validating speaking test rating scales through microanalysis of fluency using PRAAT
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24 |
Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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26 |
Researching metadiscourse markers in candidates’ writing at Cambridge FCE, CAE and CPE levels
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27 |
Effects of pre-task planning time on paired oral test performance
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28 |
Aspects of fluency across assessed levels of speaking proficiency
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29 |
Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test
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30 |
Developing tools for learning oriented assessment of interactional competence: bridging theory and practice
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32 |
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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33 |
Aspects of fluency across assessed levels of speaking proficiency
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34 |
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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35 |
The role of the L1 in testing L2 English ; Ontologies of English. Conceptualising the language for learning, teaching, and assessment
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36 |
The discourse of the IELTS Speaking Test : interactional design and practice
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37 |
Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
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38 |
Exploring performance across two delivery modes for the same L2 speaking test: face-to-face and video-conferencing delivery: a preliminary comparison of test-taker and examiner behaviour
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39 |
Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
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40 |
Investigating examiner interventions in relation to the listening demands they make on candidates in oral interview tests ; Emerging issues in the assessment of second language listening
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