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The Effects of Task Repetition on Child EFL Learners’ Oral Performance
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Validating assessments for research purposes
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Abstract:
When SLA researchers design or adapt an assessment for research purposes, a key concern is to validate the interpretations of the assessment. This involves creating an argument on the meaningfulness and usefulness of the interpretations of the assessment, and its appropriateness for the populations or individuals participating in the research. This chapter describes the work that has been done in SLA research with reference to instrument validation and the extent to which SLA researchers’ practices are aligned with the possible ways to plan a validity argument. It concludes with suggestions on how to improve current practices.
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URL: https://eprints.lancs.ac.uk/id/eprint/149873/
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The Effects of Task Repetition on Child EFL Learners’ Oral Performance
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 30-47 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 30-47 ; 1920-1818 ; 1481-868X (2021)
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Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ...
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Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ...
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State of the Scholarship INTRODUCTION:Special Issue on Methodological Advances in L2 Writing Processes Research
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Exploring second language writers' pausing and revision behaviors:a mixed-methods study
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Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity
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Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments:a validation study
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Challenges in implicit learning research:validating a novel artificial language
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The role of task- and listener-characteristics in second language listening
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Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference
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Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes
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Text characteristics of task input and difficulty in second language listening comprehension
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