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Applying the socio-cognitive framework: gathering validity evidence during the development of a speaking test ; Lessons and Legacy: A Tribute to Professor Cyril J Weir (1950–2018)
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Development of empirically driven checklists for learners’ interactional competence
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23 |
Validating speaking test rating scales through microanalysis of fluency using PRAAT
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24 |
Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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26 |
Researching metadiscourse markers in candidates’ writing at Cambridge FCE, CAE and CPE levels
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27 |
Effects of pre-task planning time on paired oral test performance
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28 |
Aspects of fluency across assessed levels of speaking proficiency
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29 |
Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test
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30 |
Developing tools for learning oriented assessment of interactional competence: bridging theory and practice
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31 |
Measuring L2 speaking
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Abstract:
This chapter on measuring L2 speaking has three main focuses: (a) construct representation, (b) test methods and task design, and (c) scoring and feedback. We will briefly trace the different ways in which speaking constructs have been defined over the years and operationalized using different test methods and task features. We will then discuss the challenges and opportunities that speaking tests present for scoring and providing feedback to learners. We will link these discussions to the current understanding of SLA theories and empirical research, learning oriented assessment approaches and advances in educational technology. ; "Chapters from all our books are eligible for green open access.Each individual author or contributor can also choose to upload one chapter from the ‘Accepted Manuscript’ (AM). An AM is typically the post-contract but pre-production (i.e. not copy –edited, proofread or typeset) Word Document/PDF of the chapter. Authors may upload the AM chapter to a personal or departmental website immediately after publication of the book - this includes posting to Facebook, Google groups, and LinkedIn, and linking from Twitter. Authors can also post the AM book chapter to an institutional or subject repository or to academic social networks like Mendeley, ResearchGate, or Academia.edu after an embargo period of 18 months for Humanities and Social Sciences books or 12 months for STEM books." https://www.routledge.com/info/open_access/by_the_chapter
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Keyword:
language assessment; language testing; speaking; X162 Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10547/623351
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32 |
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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33 |
Aspects of fluency across assessed levels of speaking proficiency
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34 |
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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35 |
The role of the L1 in testing L2 English ; Ontologies of English. Conceptualising the language for learning, teaching, and assessment
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36 |
The discourse of the IELTS Speaking Test : interactional design and practice
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Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
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38 |
Exploring performance across two delivery modes for the same L2 speaking test: face-to-face and video-conferencing delivery: a preliminary comparison of test-taker and examiner behaviour
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Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
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Investigating examiner interventions in relation to the listening demands they make on candidates in oral interview tests ; Emerging issues in the assessment of second language listening
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