| 1 |
NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement
|
|
|
|
In: TESOL in Context (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
|
|
|
|
In: Languages; Volume 7; Issue 1; Pages: 65 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Certification, enseignement supérieur, recherche et innovation : mon CLES en 180 secondes
|
|
|
|
In: XXVIIIe Congrès RANACLES - (Dis)continuité des apprentissages en langues ; https://hal.univ-lille.fr/hal-03536510 ; XXVIIIe Congrès RANACLES - (Dis)continuité des apprentissages en langues, Annick Rivens Mompean, Centre de langues de l'université de Lille (CLIL), Nov 2021, Villeneuve d'Ascq, France ; https://ranacles2021.sciencesconf.org/ (2021)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Washback Effects of Diagnostic Assessment in Greek as an SL: Primary School Teachers’ Perceptions in Cyprus
|
|
|
|
In: Languages; Volume 6; Issue 4; Pages: 195 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
WASHBACK AND THE ASSESSMENT PRACTICES OF ESL INSTRUCTORS AT JAPANESE UNIVERSITY
|
|
|
|
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 1-9 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Avaliação de tarefa oral em língua adicional : uma proposta de tarefa e critérios de avaliação em uma escola particular
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Living with IELTS: the stories of IELTS test candidates
|
|
Yucel, Megan. - : The University of Queensland, School of Languages and Cultures, 2020
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand
|
|
|
|
Abstract:
The challenges facing non-native English-speaking students (NNESSs) in their attempts to adapt to the conventions of academic writing at tertiary level in English-medium institutions have been canvassed in scholarly research. Nonetheless, there does not appear to be a great deal of research that investigates the experiences of Arabic-speaking students with English academic writing across the disciplines in New Zealand. The main aim of the present study, therefore, is to explore the challenges Arabic-speaking undergraduate students in New Zealand encounter with English academic writing. In addition, the study aims at identifying some practical ways through which Arabic-speaking students could be better prepared for the demands of studying and writing in English. This study is informed by the academic literacies model as the theoretical framework which provides the basis for an examination of the contextual influences on the English academic literacy development of the Arabic-speaking students of the sample, such as their cultural and educational backgrounds and identities. The study adopts a constructivist-interpretive research paradigm. A mixed methods research design was utilised in this study, whereby three data collection methods were employed: focus groups, an online questionnaire, and semi-structured interviews. Thematic analysis was applied to the qualitative data from the focus groups and interviews, which gave rise to the identification of emergent themes. The data from the quantitative instrument were analysed using the Statistical Package for the Social Sciences (SPSS) software. The study identified key factors that seem to influence Arabic-speaking undergraduate students’ ability to achieve proficiency in English academic writing. These factors include students’ past language learning experiences, some linguistic differences between students’ first language (L1) and English, institutional factors, and factors that are related to specific disciplines. Students’ narratives demonstrated that English tuition at public schools in the Arabic-speaking world does not seem to adequately prepare students for the demands of studying and writing in English. In addition, linguistic differences between Arabic and English seem to contribute to the challenges that Arabic-speaking undergraduate students encounter in English academic writing. The findings indicate that many students believe that the writing required to pass the International Language Testing System (IELTS) test is irrelevant at tertiary level. In contrast, the writing content in pathway courses in New Zealand was perceived by several students as more relevant to the writing they were asked to do for university courses. Furthermore, the study found that students at the undergraduate level felt that it is difficult for them to gauge what discipline lecturers require as far as academic writing is concerned. The study makes an original empirical contribution to research that investigates academic writing by providing an authentic account of the challenges Arabic-speaking students encounter in English academic writing and suggesting a practical model for better preparing students for the demands of academic writing in English. Therefore, it is hoped that the analysis could offer an empirical point of departure for teaching academic writing to Arabic-speaking students at tertiary level both in Arabic-speaking and English-speaking countries.
|
|
Keyword:
Academic English; Academic literacies; academic literacy; Academic writing; Academic writing challenges; Arabic-speaking students; IELTS preparation courses; IELTS writing; L1 transfer; Negative washback; Pathway courses; Positive washback; writing as a social practice; Writing at tertiary level
|
|
URL: http://hdl.handle.net/10292/13035
|
|
BASE
|
|
Hide details
|
|
|
| 9 |
Exploring the Alignment of the Secondary School Certificate English Examination with Curriculum and Classroom Instruction: a Washback Study in Bangladesh
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
A Case Study of VIP TOEFL Speaking Teachers
|
|
|
|
In: Creative Components (2018)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Washback of English national exams at ninth-grade level in Thailand and Indonesia
|
|
|
|
In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 1, Pp 167-176 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Washback effects of speaking assessment of teaching English in Sri Lankan schools
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The Washback Effects of an English Exit Exam on Teachers and Learners in a Korean University English Program
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Understanding Test Preparation Phenomenon Through Chinese Students' Journey Towards Success on High-Stakes English Language Tests
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Washback analysis of students’ perception and teachers’ teaching material of English national examination 2017
|
|
|
|
In: ELT Forum: Journal of English Language Teaching, Vol 6, Iss 1, Pp 92-101 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Reading for a test: the effect of high-stakes exams on reading strategies
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 2, 2017 (Ejemplar dedicado a: Nuevas tendencias en didáctica de la lengua y la literatura: desafíos y perspectivas), pags. 103-115 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
WASHBACK AND MULTIMODALITY IN THE BRAZILIAN NATIONAL EXAM OF UPPER SECONDARY EDUCATION (ENEM): ANALYSES OF ITEMS IN ENGLISH AND SPANISH
|
|
|
|
In: Signum: Estudos da Linguagem, Vol 20, Iss 1, Pp 136-166 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
The Washback of the TOEFL iBT in Vietnam
|
|
|
|
In: Australian Journal of Teacher Education (2016)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Student perceptions of predictability of examination requirements and relationship with outcomes in high-stakes tests in Ireland
|
|
|
|
In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
|
|
BASE
|
|
Show details
|
|
|
|
|
