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Beneficiary voices in ELT development aid: ethics, epistemology and politics
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The CEFR as a national language policy in Vietnam: insights from a sociogenetic analysis
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Language choice in peer interactions and the role of peers in minority language maintenance : acase study from Vietnam
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Teaching English to the test: why does negative washback exist within secondary education in Bangladesh?
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English as a medium of instruction and the discursive construction of elite identity
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Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
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Abstract:
Although language test-takers have been the focus of much theoretical and empirical work in recent years, this work has been mainly concerned with their attitudes to test preparation and test-taking strategies, giving insufficient attention to their views on broader socio-political and ethical issues. This article examines test-takers’ perceptions and evaluations of the fairness, justice and validity of global tests of English, with a particular focus upon the International English Language Testing System (IELTS). Based on relevant literature and theorizing into such tests, and on self-reported test experience data gathered from test-takers (N = 430) from 49 countries, we demonstrate how test-takers experienced fairness and justice in complex ways that problematized the purported technical excellence and validity of IELTS. Even as there was some evidence of support for the test as a fair measure of students’ English capacity, the extent to which it actually reflected their language capabilities was open to question. At the same time, the participants expressed concerns about whether IELTS was a vehicle for raising revenue and for justifying immigration policies, thus raising questions about the justness of the test. The research foregrounds the importance of focusing attention upon the socio-political and ethical circumstances that currently attend large-scale, standardized English language testing.
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Keyword:
1203 Language and Linguistics; 3310 Linguistics and Language; English language testing; Fairness; Globalization; IELTS; Justice; Test-taker perspectives; Validity
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URL: https://espace.library.uq.edu.au/view/UQ:e50b850
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9 |
Economics of English: Examining the Demand for English Proficiency in the Vietnamese Job Market
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12 |
Bilingualism as a resource: language attitudes of Vietnamese ethnic minority students
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13 |
The spread of private tutoring in English in developing societies: exploring students’ perceptions
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14 |
Subtractive schooling and identity: a case study of ethnic minority students in Vietnam
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15 |
Language choice, identity and social distance: ethnic minority students in Vietnam
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English-in-Education Policy and Planning in Bangladesh: A Critical Examination
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Globalization, English language policy, and teacher agency: focus on Asia
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"A fair go for all?' Australia's language-in-migration policy
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20 |
Foreign language policies in Asia and Australia in the Asian century
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