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Towards the new construct of academic English in the digital age
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Abstract:
The increasing use of digital educational technologies in Higher Education (HE) means that the nature of communication may be shifting. Assessments of English for Academic Purposes (EAP) need to be reconceptualised accordingly, to reflect the new and complex ways in which language is used in HE. With a view to inform EAP assessments, our study set out to identify key trends related to Academic English using a scoping review of the literature. Findings revealed two major trends: (a) a shift towards multimodal communication which has in turn resulted in the emergence of new types of academic assignments, multimodal genres, and the need for students to acquire new skills to operate within this multimodal arena; and (b) the limitations of existing skills-based approaches to assessment and the need to move towards integrated skills assessment. We discuss the implications of these findings for EAP assessments.
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Keyword:
English for academic purposes; language assessment; multimodal Interaction; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10547/625317
https://doi.org/10.1093/elt/ccac010/6554770
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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
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Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
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Spoken propositional idea density, a measure to help second language English speaking students: a multicentre cohort study
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Turkish pre-service English teachers' level of FLSA and their perceptions of NNEST: a case in a high-ranking state university ...
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Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
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| 11 |
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
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Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
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Developing Oral Interaction Skills in Foreign Language Learners through Media Literacy
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 1, Pp 3-16 (2021) (2021)
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| 14 |
Fear of Statistics among TEFL Postgraduate Students
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 202-221 (2021) (2021)
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VAGUE EXPRESSIONS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE ... : ОБУЧЕНИЕ ЛЕКСИЧЕСКИМ СРЕДСТВАМ ВЫРАЖЕНИЯ НЕОПРЕДЕЛЕННОСТИ В АНГЛИЙСКОМ ЯЗЫКЕ ...
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| 18 |
Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances
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Opening the black box: exploring automated speaking evaluation ; Issues in Language Testing Around the World: Insights for Language Test Users.
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Comparing writing proficiency assessments used in professional medical registration: a methodology to inform policy and practice
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