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Assessing interactional competence in a multiparty roleplay task: A mixed-methods study
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| 2 |
Surveying the growth and development of spoken nlanguage interpreting in Hawai'i
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The Le Fetuao Samoan Langauge Center oral proficiency interview
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Abstract:
The purpose of this pilot project was to develop and validate the Samoan oral proficiency interview (OPI), which was designed to assess the Samoan language needs of the students at the LFSLC. To that end, the following research questions were posed about the Samoan OPI: 1. To what degree are the scores on the Samoan OPI normally distributed? 2. To what degree are the scores on the Samoan OPI reliable? 3. To what degree are the scores on the Samoan OPI valid in terms of their relationship to participants’ ages, school grades, and months at LFSLC, but also in terms of test design?
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URL: http://hdl.handle.net/10125/40735
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| 4 |
A narrative perspective on a well-founded fear: Officer stancetaking in a political asylum documentary
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| 5 |
Getting the forest for the trees: Situation transcending is massively multiplayer online games
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The role of visuo-spatial and verbal working memory in L2 Japanese reading proficiency
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Student perspectives on group work and use of L1: Academic writing in a university EFL course in Thailand
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Moving from "she just sits there" to "she's opened my eyes": Evolution of writing tutor roles in conferences with L1 and L2 student-athletes
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A blended learning approach to reading circles for English language learners
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| 11 |
Oral and aural English as a foreign langauge needs at an international school
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| 12 |
Vocabulary acquisition with affixation: Learning English words based on prefixes & suffixes
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| 13 |
Talking with abuelo: Styling insider-outsider identities in a multi-cultural family
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| 14 |
Extracurricular L2 input in a Japanese EFL context: Exposure, attitudes, and motivation
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| 15 |
Designing a task-based critical listening construct for listening assessment
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| 16 |
Language anxiety in second language writing: Is it really a stumbling block?
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| 17 |
"Mista, are you in a good mood?": Stylization and crossing as an affiliative resource for biilding rapport in classroom interaction
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| 19 |
Evaluating rater and rubric performance on a writing placement exam
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| 20 |
Strategic decoding of sociopragmatic assessment tasks–An exploratory think-aloud validation study
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