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1
On topic validity in speaking tests
Khabbazbashi, Nahal. - : Cambridge University Press, 2022
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2
Towards the new construct of academic English in the digital age
Khabbazbashi, Nahal; Chan, Sathena Hiu Chong; Clark, Tony. - : Oxford University Press, 2022
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3
The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
Khabbazbashi, Nahal; Nakatsuhara, Fumiyo; Inoue, Chihiro. - : Cranmore Publishing on behalf of the International TESOL Union, 2022
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4
Towards new avenues for the IELTS Speaking Test: insights from examiners’ voices
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5
Opening the black box: exploring automated speaking evaluation ; Issues in Language Testing Around the World: Insights for Language Test Users.
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6
The IELTS Speaking Test: what can we learn from examiner voices?
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7
A comparison of holistic, analytic, and part marking models in speaking assessment
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8
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
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9
Measuring L2 speaking
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10
Vocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspective
Khabbazbashi, Nahal; Tai, Kevin W.H.. - : Linguistics and Education, Elsevier, 2019
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11
Topic and background knowledge effects on performance in speaking assessment
Khabbazbashi, Nahal. - : Sage, 2017
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12
International assessment and local contexts: a case study of an English language initiative in higher education institutes in Egypt
Khalifa, Hanan; Khabbazbashi, Nahal; Abdelsalam, Samar; Said, Mohsen Elmahdy. - : Association for Language Testing and Assessment of Australia and New Zealand, 2017
Abstract: Within the long-term objectives of English language reform in higher education (HE) institutes across Egypt and increasing employability in the global job market, the Center for Advancement of Postgraduate Studies and Research in Cairo University (CAPSCU), Cambridge English Language Assessment and the British Council (Egypt) have implemented a multi-phase upskilling program aimed at enhancing the workplace language skills of socially disadvantaged undergraduates, developing teachers’ pedagogical knowledge and application, providing both students and teachers with a competitive edge in the job markets through internationally recognised certification and the introduction of 21st century skills such as digital-age literacy and effective communication in HE, and, lastly, integrating international standards for teaching, learning and assessment within the local context. This paper reports on a mixed methods research study aimed at evaluating the effectiveness of this initiative and its impact at the micro and macro levels. The research focused on language progression, learner autonomy, motivation towards digital learning and assessment, improvements in pedagogical knowledge and teaching practices. Standardised assessment, attitudinal and perceptions surveys, and observational data were used. Findings suggested a positive impact of the upskilling program, illustrated how international collaborations can provide the necessary skills for today’s global job market, and highlighted areas for consideration for upscaling the initiative. ; Not sure of copyright status of attachment; not on Sherpa/Romeo and no info on page. However, as is pre-April 2016 am passing as metadata-only.
Keyword: Egypt; English language assessment; language assessment; X162 Teaching English as a Foreign Language (TEFL)
URL: http://hdl.handle.net/10547/622343
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13
Rating scale development: a multistage exploratory sequential design ; Second language assessment and mixed methods research
Galaczi, Evelina D.; Khabbazbashi, Nahal. - : Cambridge University Press, 2017
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14
Exploring the value of bilingual language assistants with Japanese English as a foreign language learners
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15
Exploring the value of bilingual language assistants with Japanese English as a foreign language learners
In: Language learning journal. - Abingdon, Oxfordshire : Routledge 42 (2014) 1, 41-54
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