1 |
Don't turn a deaf ear: a case for assessing interactive listening
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Towards new avenues for the IELTS Speaking Test: insights from examiners’ voices
|
|
|
|
BASE
|
|
Show details
|
|
3 |
The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Learning oriented feedback in the development and assessment of interactional competence
|
|
|
|
BASE
|
|
Show details
|
|
5 |
The IELTS Speaking Test: what can we learn from examiner voices?
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Academic speaking: does the construct exist, and if so, how do we test it?
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Development of empirically driven checklists for learners’ interactional competence
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Developing tools for learning oriented assessment of interactional competence: bridging theory and practice
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Interactional competence with and without extended planning time in a group oral assessment
|
|
|
|
BASE
|
|
Show details
|
|
10 |
What counts as ‘responding’? Contingency on previous speaker contribution as a feature of interactional competence
|
|
|
|
BASE
|
|
Show details
|
|
|
|