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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 20 of 20 1 The mediation and organisation of gestures in vocabulary instructions: a microgenetic analysis of interactions in a beginning-level adult ESOL classroom Khabbazbashi, Nahal; Tai, Kevin W.H.. - : Taylor & Francis, 2019 BASE Show details 2 Vocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspective Khabbazbashi, Nahal; Tai, Kevin W.H.. - : Linguistics and Education, Elsevier, 2019 BASE Show details 3 Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test Chan, Sathena Hiu Chong; Bax, Stephen; Weir, Cyril J.. - : Elsevier, 2018 BASE Show details 4 The discourse of the IELTS Speaking Test : interactional design and practice Seedhouse, Paul; Nakatsuhara, Fumiyo. - : Cambridge University Press, 2018 BASE Show details 5 Investigating types of reading used by native and non-native English readers on academic reading: an eye tracking study Sheraz, Safia. - : University of Bedfordshire, 2018 BASE Show details 6 What counts as ‘responding’? Contingency on previous speaker contribution as a feature of interactional competence Lam, Daniel M. K.. - : Sage, 2018 BASE Show details 7 Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study Nakatsuhara, Fumiyo; Inoue, Chihiro; Berry, Vivien. - : Taylor & Francis, 2017 BASE Show details 8 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 Nakatsuhara, Fumiyo; Inoue, Chihiro; Berry, Vivien. - : The IELTS Partners: British Council, Cambridge English Language Assessment and IDP: IELTS Australia, 2017 BASE Show details 9 Language assessment literacy for learning-oriented language assessment Hamp-Lyons, Liz. - : Australian Association of Applied Linguistics, 2017 BASE Show details 10 Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2) Nakatsuhara, Fumiyo; Berry, Vivien; Inoue, Chihiro. - : IELTS Partners, 2017 BASE Show details 11 A diachronic analysis of the cultural aspect of local English coursebooks Dahmardeh, Mahdi; Parsazadeh, Abbas; Parsazadeh, Hossein. - : University of Bedfordshire, 2017 BASE Show details 12 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 Nakatsuhara, Fumiyo. - : John Benjamins, 2017 BASE Show details 13 A new test for China? Stages in the development of an assessment for professional purposes. Jin, Yan; Hamp-Lyons, Liz. - : Taylor & Francis, 2017 BASE Show details 14 The relationship between international students’ English test scores and their academic achievements Cloate, Rafael. - : University of Bedfordshire, 2016 BASE Show details 15 The Power of Non-Verbal Communication in J. M. Coetzee’s Foe Foxcroft, Nigel. - : IAFOR, 2013 BASE Show details 16 Forward to Angela Bureau, The Tiara Foxcroft, Nigel. - : Smashwords Inc, 2013 BASE Show details 17 An investigation of explicit strategy instruction on EFL reading of undergraduate English majors in Thailand Khaokaew, Burana. - : University of Bedfordshire, 2012 BASE Show details 18 Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider Saville, N.D.. - : University of Bedfordshire, 2009 Abstract: A thesis submitted for the degree of Doctor of Philosophy of the University of Bedfordshire ; There is no comprehensive model of language test or examination impact and how it might be investigated within educational contexts by a provider of high-stakes examinations, such as an international examinations board. This thesis addresses the development of such a model from the perspective of Cambridge ESOL, a provider of English language tests and examinations in over 100 countries. The starting point for the thesis is a discussion of examinations within educational processes generally and the role that examinations board, such as Cambridge ESOL play within educational systems. The historical context and assessment tradition is an important part of this discussion. In the literature review, the effects and consequences of language tests and examinations are discussed with reference to the better known concept of washback and how impact can be defined as a broader notion operating at both micro and macro levels. This is contextualised within the assessment literature on validity theory and the application of innovation theories within educational systems. Methodologically, the research is based on a meta-analysis which is employed in order to describe and review three impact projects. These three projects were carried out by researchers based in Cambridge to implement an approach to test impact which had emerged during the 1990s as part of the test development and validation procedures adopted by Cambridge ESOL. Based on the analysis, the main outcome and contribution to knowledge is an expanded model of impact designed to provide examination providers with a more effective “theory of action”. When applied within Cambridge ESOL, this model will allow anticipated impacts of the English language examinations to be monitored more effectively and will inform on-going processes of innovation; this will lead to well-motivated improvements in the examinations and the related systems. Wider applications of the model in other assessment contexts are also suggested. Keyword: English language assessment; English language testing; ESOL; examinations; language assessment; language testing; Q330 English as a second language URL: http://hdl.handle.net/10547/134953 BASE Hide details 19 Understanding change in Chinese undergraduate students’ language learning motivation : during the transition to UK higher education Zhang, Qian. - : University of Bedfordshire, 2008 BASE Show details 20 Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts Masuhara, Hitomi. - : University of Bedfordshire, 1998 BASE Show details

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