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Enfoque por competencia en la carrera de Ingeniería en Ciencias Informáticas ; Focus by competence in the race of Engineering in Informatics sciences
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Friendly, Humorous, Incompetent? On the Influence of Emoticons on Interpersonal Perception in the Workplace
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Toward the Optical Cochlear Implant
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In: Cold Spring Harb Perspect Med (2019)
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Meanings and Misunderstandings: A Social Determinants of Health Lexicon for Health Care Systems
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In: Milbank Q (2019)
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Discursive construction of “others” in the semiotic space of political communication
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Expertise Across Disciplines: Establishing Common Ground in Interdisciplinary Disaster Research Teams
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In: Risk Anal (2019)
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Students’ conceptual understanding and attitudes towards technology and user experience before and after use of an ePortfolio
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Arsalan Kahnemuyipour: Dialectical Discourses ; View to the U: An eye on UTM research
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Multilingual literacy practices of students aged 6-14 at a Japanese school in Catalonia: language, writing systems and technology
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In: TDX (Tesis Doctorals en Xarxa) (2019)
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Language-Literature Integration in High-School EFL Education: Investigating Students' Perspectives
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Student perspectives on incorporating indigenous content into a computing course
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In: The Western Conference on Science Education (2019)
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Classroom management for teaching English to young learners
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Students’ conceptual understanding and attitudes towards technology and user experience before and after use of an ePortfolio
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“One size does not fit all” - undergraduate nursing students’ perspectives of intercultural communication: a qualitative descriptive study
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Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
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Abstract:
Although language test-takers have been the focus of much theoretical and empirical work in recent years, this work has been mainly concerned with their attitudes to test preparation and test-taking strategies, giving insufficient attention to their views on broader socio-political and ethical issues. This article examines test-takers’ perceptions and evaluations of the fairness, justice and validity of global tests of English, with a particular focus upon the International English Language Testing System (IELTS). Based on relevant literature and theorizing into such tests, and on self-reported test experience data gathered from test-takers (N = 430) from 49 countries, we demonstrate how test-takers experienced fairness and justice in complex ways that problematized the purported technical excellence and validity of IELTS. Even as there was some evidence of support for the test as a fair measure of students’ English capacity, the extent to which it actually reflected their language capabilities was open to question. At the same time, the participants expressed concerns about whether IELTS was a vehicle for raising revenue and for justifying immigration policies, thus raising questions about the justness of the test. The research foregrounds the importance of focusing attention upon the socio-political and ethical circumstances that currently attend large-scale, standardized English language testing.
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Keyword:
1203 Language and Linguistics; 3310 Linguistics and Language; English language testing; Fairness; Globalization; IELTS; Justice; Test-taker perspectives; Validity
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URL: https://espace.library.uq.edu.au/view/UQ:e50b850
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Exploring the outcomes and perceptions of people with aphasia who conversed with speech pathology students via telepractice: a pilot study
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The efficacy of 4Cs-based reading to foster 21st-century learning competencies
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 175-285 (2019) (2019)
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Reading Aloud Activity in ESP Class in the Perspectives of Students
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In: Journal Polingua: Scientific Journal of Linguistics, Literature and Education, Vol 7, Iss 2, Pp 37-42 (2019) (2019)
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Perspectives of Lower Primary Teachers Implementing New Numeracy Strategies in Maritime Schools in Fiji
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