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Testing young foreign language learners’ reading comprehension:Exploring the effects of working memory, grade level, and reading task
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Text authenticity in listening assessment:Can item writers be trained to produce authentic-sounding texts?
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The Routledge handbook of second language acquisition and language testing
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Perspectives on "knowing" a second language:What are we seeking to measure?
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Motivational factors in computer-administered integrated skills tasks:A study of young learners
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Trajectories of language assessment literacy in a teacher-researcher partnership:Locating elements of praxis through narrative inquiry
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International language proficiency standards in the local context:Interpreting the CEFR in standard setting for exam reform in Luxembourg
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Towards social justice for item writers:Empowering item writers through language assessment literacy training
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Is anybody listening?:The nature of second language listening in integrated listening-to-summarize tasks
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Abstract:
Integrated test tasks, such as listening-to-speak or reading-to-write, are increasingly used in second language assessment despite relatively limited empirical insights into what they assess. Most research on integrated tasks has primarily focused on the productive skills involved; studies exploring the receptive skills mostly investigated tasks with reading input. Little is known about the nature of listening comprehension in integrated listening-to-write or listening-to-speak tasks. This study therefore investigates the listening construct underlying integrated tasks with oral input and its effect on summary accuracy. Eight listening-to-summarize tasks (four listening-to-speak, four listening-to-write) were administered to 72 Thai-L1, English-L2 students. Sixty participants provided their views on sources of listening difficulty through post-task questionnaires. Twelve participants produced stimulated recalls on their listening comprehension processing. The analyses of the recalls, combined with participants' listening notes and oral/written summaries, revealed participants' use of several cognitive listening processes and their monitoring through (meta)cognitive strategies, functioning interactively and interdependently in complex ways. The use of listening processes and strategies varied between tasks with different listening inputs, partly owing to differences in the passages' linguistic difficulty (as perceived by the participants). However, the successful application of these processes and strategies (and their combinations) proved to be a prerequisite for producing accurate summaries.
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URL: https://doi.org/10.1177/0265532219871470 https://eprints.lancs.ac.uk/id/eprint/136656/
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Language testing in the ‘hostile environment’:The discursive construction of ‘secure English language testing’ in the United Kingdom
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The role of working memory in young second language learners’ written performances
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Going online:The effect of mode of delivery on performances and perceptions on an English L2 writing test suite
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Exploring the role of phraseological knowledge in foreign language reading
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