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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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Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
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Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
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Learning oriented feedback in the development and assessment of interactional competence
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How much does test-takers’ listening proficiency matter in oral interview tests?
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7 |
The impact on candidates of examiner interventions in oral interview tests
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8 |
Examiner interventions in oral interview tests: what are the listening demands they make upon candidates?
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9 |
Assessment of candidates' interactional competence using group oral tests
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Analysing multi-person discourse in group speaking tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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12 |
Effects of pre-task planning on paired oral test performance: a case of beginning EFL learners
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13 |
Effects of the number of participants on group oral test performance
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14 |
The IELTS Speaking Test: what can we learn from examiner voices?
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Academic speaking: does the construct exist, and if so, how do we test it?
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17 |
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)
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18 |
Development of empirically driven checklists for learners’ interactional competence
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19 |
Validating speaking test rating scales through microanalysis of fluency using PRAAT
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20 |
Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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