| 1 |
Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
|
|
|
|
In: Networks: An Online Journal for Teacher Research (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities
|
|
|
|
In: Research outputs 2014 to 2021 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency
|
|
|
|
In: Sustainability; Volume 14; Issue 8; Pages: 4659 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts
|
|
|
|
In: Sustainability; Volume 14; Issue 3; Pages: 1372 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
|
|
|
|
In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Two Oral Exam Formats for Literary Analysis in the Tertiary English as a Foreign Language Seminar
|
|
|
|
In: Languages; Volume 7; Issue 2; Pages: 76 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
A Trend Analysis of Research on the Flipped Classroom in L2 Learning before and after COVID-19
|
|
|
|
In: Proceedings; Volume 80; Issue 1; Pages: 3 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
On topic validity in speaking tests
|
|
|
|
Abstract:
Topics are often used as a key speech elicitation method in performance-based assessments of spoken language, and yet the validity and fairness issues surrounding topics are surprisingly under-researched. Are different topics ‘equivalent’ or ‘parallel’? Can some topics bias against or favour individuals or groups of individuals? Does background knowledge of topics have an impact on performance? Might the content of test taker speech affect their scores – and perhaps more importantly, should it? Grounded in the real-world assessment context of IELTS, this volume draws on original data as well as insights from empirical and theoretical research to address these questions against the backdrop of one of the world’s most high-stakes language tests. This volume provides: * an up-to-date review of theoretical and empirical literature related to topic and background knowledge effects on second language performance * an accessible and systematic description of a mixed methods research study with explanations of design, analysis, and interpretation considerations at every stage * a comprehensive and coherent approach for building a validity argument in a given assessment context. The volume also contributes to critiques of recent models of communicative competence with an over-reliance on linguistic features at the expense of more complex aspects of communication, by arguing for an expansion of current definitions of the speaking construct emphasising the role of content of speech as an important – yet often neglected – feature. ; not passing full text to repository - copyright CUP and not required for REF
|
|
Keyword:
academic speaking; language assessment; speaking; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
|
|
URL: http://hdl.handle.net/10547/625304
|
|
BASE
|
|
Hide details
|
|
|
| 11 |
Towards the new construct of academic English in the digital age
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Causal and Semantic Relations in L2 Text Processing: An Eye-Tracking Study
|
|
Nahatame, Shingo. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Spoken propositional idea density, a measure to help second language English speaking students: a multicentre cohort study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
The productive vocabulary of multimodal and unimodal English as a Foreign Language learners
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 139-153 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA
|
|
|
|
In: TEFLIN Journal, Vol 33, Iss 1, Pp 47-74 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
|
|
