2 |
Beneficiary voices in ELT development aid: ethics, epistemology and politics
|
|
|
|
BASE
|
|
Show details
|
|
3 |
The CEFR as a national language policy in Vietnam: insights from a sociogenetic analysis
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Language choice in peer interactions and the role of peers in minority language maintenance : acase study from Vietnam
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Teaching English to the test: why does negative washback exist within secondary education in Bangladesh?
|
|
|
|
BASE
|
|
Show details
|
|
7 |
English as a medium of instruction and the discursive construction of elite identity
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Economics of English: Examining the Demand for English Proficiency in the Vietnamese Job Market
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Humanising language testing
|
|
|
|
Abstract:
Test-takers' voices in relation to high-stakes language tests have received growing attention in recent years. While the perspectives of this stakeholder group can be utilised to improve test quality, test-taking experience, and test impact, we argue that this goal needs to be achieved by considering a fundamental shift in our conceptualisation of language tests based on test-takers' experiential and perceptual data. This is a shift towards humanising language testing in a globalised world which has witnessed growing expansion, commercialisation, and potential dehumanising of high-stakes tests such as IELTS (International English Language Testing System). Drawing on data from two larger studies, we illustrate the call for humanising the test in seven areas including test purpose, test policy, test-taking experience, test administration, test-taker background, test content and task, and feedback on test performance. Although humanisation has accumulated specific meanings and contentions in the past few decades, test-takers' call for a friendly, responsive, and closer-to-life test and a less stressful test-taking experience may appear more legitimate than controversial in a globalised world.
|
|
Keyword:
1203 Language and Linguistics; 3304 Education; 3310 Linguistics and Language; 3315 Communication
|
|
URL: https://espace.library.uq.edu.au/view/UQ:729051 https://espace.library.uq.edu.au/view/UQ:729051/UQ729051_OA.pdf
|
|
BASE
|
|
Hide details
|
|
12 |
Bilingualism as a resource: language attitudes of Vietnamese ethnic minority students
|
|
|
|
BASE
|
|
Show details
|
|
13 |
The spread of private tutoring in English in developing societies: exploring students’ perceptions
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Subtractive schooling and identity: a case study of ethnic minority students in Vietnam
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Language choice, identity and social distance: ethnic minority students in Vietnam
|
|
|
|
BASE
|
|
Show details
|
|
16 |
English-in-Education Policy and Planning in Bangladesh: A Critical Examination
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Globalization, English language policy, and teacher agency: focus on Asia
|
|
|
|
BASE
|
|
Show details
|
|
18 |
"A fair go for all?' Australia's language-in-migration policy
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Foreign language policies in Asia and Australia in the Asian century
|
|
|
|
BASE
|
|
Show details
|
|
|
|