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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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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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Towards new avenues for the IELTS Speaking Test: insights from examiners’ voices
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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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Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances
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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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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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Validating speaking test rating scales through microanalysis of fluency using PRAAT
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Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test
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Developing tools for learning oriented assessment of interactional competence: bridging theory and practice
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16 |
Aspects of fluency across assessed levels of speaking proficiency
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17 |
The discourse of the IELTS Speaking Test : interactional design and practice
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18 |
Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
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19 |
Exploring performance across two delivery modes for the same L2 speaking test: face-to-face and video-conferencing delivery: a preliminary comparison of test-taker and examiner behaviour
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20 |
Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
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