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1
Use of innovative technology in oral language assessment
Nakatsuhara, Fumiyo; Berry, Vivien. - : Taylor & Francis, 2021
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2
Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
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3
Learning oriented feedback in the development and assessment of interactional competence
Nakatsuhara, Fumiyo; May, Lyn; Lam, Daniel M. K.. - : Cambridge Assessment English, 2020
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4
How much does test-takers’ listening proficiency matter in oral interview tests?
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5
The impact on candidates of examiner interventions in oral interview tests
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6
Examiner interventions in oral interview tests: what are the listening demands they make upon candidates?
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7
Assessment of candidates' interactional competence using group oral tests
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8
The role of listening in oral interview tests
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9
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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10
Effects of pre-task planning on paired oral test performance: a case of beginning EFL learners
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11
Effects of the number of participants on group oral test performance
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12
Exploring the use of video-conferencing technology to deliver the IELTS Speaking Test: Phase 3 technical trial
Berry, Vivien; Nakatsuhara, Fumiyo; Inoue, Chihiro. - : IELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia, 2020
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13
The IELTS Speaking Test: what can we learn from examiner voices?
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14
Academic speaking: does the construct exist, and if so, how do we test it?
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15
Testing speaking skills: why and how?
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16
Development of empirically driven checklists for learners’ interactional competence
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17
Validating speaking test rating scales through microanalysis of fluency using PRAAT
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18
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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19
CRELLA: its socio-cognitive approach to validating tests
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20
Effects of pre-task planning time on paired oral test performance
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