| 1 |
Rater Cognition in L2 Speaking Assessment: A Review of the Literature
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 1-24 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Self- and Peer-Assessment of Speaking
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 68-83 (2016) (2016)
|
|
Abstract:
The research on the second language (L2) speaking assessment has been predominantly concerned with formal proficiency tests. However, with a growing interest in learning-oriented assessment (LOA), more researchers are interested in learner involvement in speaking assessment (Blanche & Merino, 1989; Luoma, 2004; Ocarson, 1989). Self- and peer-assessment of speaking, where learners evaluate the performance of their own and their peers, can be an exemplar of assessment with its primary purpose on learning (Chen, 2006, 2008; Ibersson, 2012; Saito, 2008; Topping & Ehly, 1998). Depending on the purpose, self- and peer-assessment can take various forms: a questionnaire on general speaking ability, a learning log for metacognitive reflection, or a classroom activity where learners use the same rating criteria as their teachers (Bachman & Palmer, 1989; Chen, 2008, Rivers, 2001).
|
|
Keyword:
Applied linguistics; English language; L2; Language acquisition; Learning-oriented assessment; LOA; P118-118.7; PE1-3729; Peer-assessment; Second language; Self-assessment; Speaking assessment
|
|
URL: https://doaj.org/article/477561d675ad4f629fe2f246eedaeb54
https://doi.org/10.7916/D8FN2D1S
|
|
BASE
|
|
Hide details
|
|
|
| 3 |
Multimodality in the Classroom: An Introduction
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp i-vi (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
The Effects of Visual Input on Scoring a Speaking Achievement Test
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-23 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
|
|
