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Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults
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In: Brain Sciences ; Volume 11 ; Issue 11 (2021)
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| 42 |
Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment
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In: Languages; Volume 6; Issue 4; Pages: 204 (2021)
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| 45 |
Exploring Language Teachers’ Assessment Practices and Language Learners’ Perceptions towards Assessment in the Online Environment
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In: Applied Linguistics and English as a Second Language Dissertations (2021)
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| 46 |
THE ROLE OF METACOGNITIVE KNOWLEDGE AND INFERENCE MAKING IN SECOND LANGUAGE READING ...
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| 47 |
Perfil del profesor de inglés en Chile : quién es y qué enseña
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| 48 |
English and the Languages of Algeria: Suggestions towards a New Language Policy
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| 49 |
Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
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| 50 |
The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
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Abstract:
This study investigated the effects of two different planning time conditions (i.e., operational [20 s] and extended length [90 s]) for the lecture listening-into-speaking tasks of the TOEFL iBT® test for candidates at different proficiency levels. Seventy international students based in universities and language schools in the United Kingdom (35 at a lower level; 35 at a higher level) participated in the study. The effects of different lengths of planning time were examined in terms of (a) the scores given by ETS-certified raters; (b) the quality of the speaking performances characterized by accurately reproduced idea units and the measures of complexity, accuracy, and fluency; and (c) self-reported use of cognitive and metacognitive processes and strategies during listening, planning, and speaking. The results found neither a statistically significant main effect of the length of planning time nor an interaction between planning time and proficiency on the scores or on the quality of the speaking performance. There were several cognitive and metacognitive processes and strategies where significantly more engagement was reported under the extended planning time, which suggests enhanced cognitive validity of the task. However, the increased engagement in planning did not lead to any measurable improvement in the score. Therefore, in the interest of practicality, the results of this study provide justifications for the operational length of planning time for the lecture listening-into-speaking tasks in the speaking section of the TOEFL iBT test. ; TOEFL Committee of Examiners Grant 2017 ; version attached is copyright Educational Testing Service, since full text not required for report types, have not chased for accepted version RVO 25/11/21
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Keyword:
English language assessment; integrated tasks; speaking; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10547/625253
https://doi.org/10.1002/ets2.12322
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| 51 |
Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
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| 52 |
The specifics of creating foreign language environment as a successful journey in educational process
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| 53 |
The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency
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| 54 |
The Impact of Task Modality on Collaborative Tasks in English Foreign Language Contexts : Language-Related Episodes
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| 55 |
Beyond the avatar: Using video cameras to achieve effective collaboration in an online second language classroom
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In: Journal of University Teaching & Learning Practice (2021)
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| 56 |
Using design thinking as an approach to creative and communicative engagement in the English as a Foreign Language (EFL) classroom
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In: Journal of University Teaching & Learning Practice (2021)
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| 57 |
Social workers' management of child interpreting: a qualitative study
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| 58 |
A Case Study of EFL Learners’ Identity and Investment in a Private Educational Company in China
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In: Electronic Thesis and Dissertation Repository (2021)
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| 59 |
Chimamanda Ngozi Adichie's Olikoye a design-of-materials proposal to introduce literature in the EFL classroom
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| 60 |
Introducing Active Learning Strategies in the EFL Secondary Education Classroom: A Didactic Proposal
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