| 1 |
Évaluation de la perception des sons de parole chez les populations pédiatriques : réflexion sur les épreuves existantes
|
|
|
|
In: ISSN: 0298-6477 ; EISSN: 2117-7155 ; Glossa ; https://hal.archives-ouvertes.fr/hal-03646757 ; Glossa, UNADREO - Union NAtionale pour le Développement de la Recherche en Orthophonie, 2022, 132, pp.1-27 ; https://www.glossa.fr/index.php/glossa/article/view/1043 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Secondary EFL Teachers’ Views Towards the Implementation of Peer Assessment: Between Opportunities and Challenges
|
|
|
|
In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 352-364 (2021) (2021)
|
|
Abstract:
As the previous studies lack proof of teachers' experience and perceptions, especially in secondary school; thus, this current study concerns teachers’ knowledge of the implementation of peer assessment. This study attempts to answer the three research questions: (1) What are EFL teachers' perceptions and experiences towards implementing peer assessment in speaking skills? (2) What are the reasons EFL teachers utilize peer assessment in speaking skills? (3) What are the obstacles faced by EFL teachers in using peer assessment in speaking skills? This current study employed a qualitative approach. It examined the narratives of eight teachers who give responses on the questionnaire and a virtual interview. The results reveal that most teachers gain positive experience in implementing peer assessment in the classroom. It sheds light on three themes of opportunities and five pieces of challenges that have been matched with the literature. Eight teachers encounter more challenges since they don’t commonly use peer assessment in the class. Most importantly, a peer assessment provides an opportunity to enhance student’s learning, and it should be applied to give a chance for the students to develop their skills. Therefore, educational institutions for secondary EFL teachers should consider incorporating peer assessment into their instructional designs so that they are experienced and make peer assessment a precious alternative to language assessment.
|
|
Keyword:
Education (General); English language; english language teaching (elt); L7-991; PE1-3729; peer assessment; speaking skill; teacher’s perception
|
|
URL: https://doi.org/10.26858/eltww.v8i2.21338
https://doaj.org/article/4edb21b3f1a1454492f8b961d0f85f3e
|
|
BASE
|
|
Hide details
|
|
|
| 8 |
Task parallelness: investigating the difficulty of two spoken narrative tasks
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Opening the black box: exploring automated speaking evaluation ; Issues in Language Testing Around the World: Insights for Language Test Users.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Re-engineering a speaking test used for university admissions purposes: considerations and constraints: the case of IELTS
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Analysing multi-person discourse in group speaking tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Investigating the use of language functions for validating speaking test specifications
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The IELTS Speaking Test: what can we learn from examiner voices?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Academic speaking: does the construct exist, and if so, how do we test it?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
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)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
A comparison of holistic, analytic, and part marking models in speaking assessment
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Validating speaking test rating scales through microanalysis of fluency using PRAAT
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
ПЕРЕДУМОВИ ЯКІСНОГО ОЦІНЮВАННЯ УМІНЬ АНГЛІЙСЬКОГО УСНОГО МОВЛЕННЯ ; DEVELOPING QUALITY ASSESSMENTS OF ORAL SPEECH IN ENGLISH
|
|
|
|
In: Ars linguodidacticae; № 1 (2017); 16-24 ; ARS LINGUODIDACTICAE; № 1 (2017): Ars linguodidacticae; 16-24 ; 2663-0303 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Motivating Students to Talk: TED Conference in University-Based Chinese Language Classrooms
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2019)
|
|
BASE
|
|
Show details
|
|
|
|
|
