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Simple Search
Hits 1 – 14 of 14
1
On topic validity in speaking tests
Khabbazbashi, Nahal
. - : Cambridge University Press, 2022
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2
Towards the new construct of academic English in the digital age
Khabbazbashi, Nahal
;
Chan, Sathena Hiu Chong
;
Clark, Tony
. - : Oxford University Press, 2022
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3
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
Inoue, Chihiro
;
Nakatsuhara, Fumiyo
. - : Springer Nature, 2022
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4
Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
Latimer, Nicola
;
Chan, Sathena Hiu Chong
. - : Cranmore Publishing, 2022
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5
The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
Khabbazbashi, Nahal
;
Nakatsuhara, Fumiyo
;
Inoue, Chihiro
. - : Cranmore Publishing on behalf of the International TESOL Union, 2022
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6
Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
Nakatsuhara, Fumiyo
;
Inoue, Chihiro
;
Berry, Vivien
. - : Routledge, 2021
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7
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
Inoue, Chihiro
;
Lam, Daniel M. K.
. - : Wiley, 2021
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8
Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
Nakatsuhara, Fumiyo
;
May, Lyn
;
Inoue, Chihiro
;
Willcox-Ficzere, Edit
;
Westbrook, Carolyn
;
Spiby, Richard
. - : British Council, 2021
Abstract:
To explore the potential of a semi-direct speaking test to assess a wider range of communicative language ability, the researchers developed four semi-direct speaking tasks – two designed to elicit features of interactional competence (IC) and two designed to elicit features of pragmatic competence (PC). The four tasks, as well as one benchmarking task, were piloted with 48 test-takers in China and Austria whose proficiency ranged from CEFR B1 to C. A post-test feedback survey was administered to all test-takers, after which selected test-takers were interviewed. A total of 184 task performances were analysed to identify interactional moves utilised by test-takers across three proficiency groups (i.e., B1, B2 and C). Data indicated that test-takers at higher levels employed a wider variety of interactional moves. They made use of concurring concessions and counter views when seeking to persuade a (hypothetical) conversational partner to change opinions in the IC tasks, and they projected upcoming requests and made face-related statements in the PC tasks, seemingly to pre-empt a conversational partner’s negative response to the request. The test-takers perceived the tasks to be highly authentic and found the video input useful in understanding the target audience of simulated interactions. ; This project was funded and supported by the British Council, London. ; not passing full text as copyright is British Council and no indication re-use is permitted RVO 23/11/21
Keyword:
English language testing
;
interaction
;
learning technology
;
speaking
;
Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
URL:
http://hdl.handle.net/10547/625246
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9
Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances
Nakatsuhara, Fumiyo
;
Inoue, Chihiro
;
Taylor, Lynda
. - : Taylor & Francis, 2020
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10
Opening the black box: exploring automated speaking evaluation ; Issues in Language Testing Around the World: Insights for Language Test Users.
Khabbazbashi, Nahal
;
Xu, Jing
;
Galaczi, Evelina D.
. - : Springer, 2020
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11
Comparing writing proficiency assessments used in professional medical registration: a methodology to inform policy and practice
Chan, Sathena Hiu Chong
;
Taylor, Lynda
. - : Elsevier, 2020
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12
Applying the socio-cognitive framework: gathering validity evidence during the development of a speaking test ; Lessons and Legacy: A Tribute to Professor Cyril J Weir (1950–2018)
Nakatsuhara, Fumiyo
;
Dunlea, Jamie
. - : UCLES/Cambridge University Press, 2020
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13
Research and practice in assessing academic reading: the case of IELTS
Weir, Cyril J.
;
Chan, Sathena Hiu Chong
. - : Cambridge University Press, 2020
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14
The Impact of input task characteristics on performance on an integrated listening-Into-writing EAP assessment
Westbrook, Carolyn
. - : University of Bedfordshire, 2019
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