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1
Underrepresentation of the construct in Spanish standardized foreign language exams: a computer assisted exam proposal
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 27-45 (2022)
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2
Language tests for citizenship: new demands, new realities ; Exámenes de idiomas para ciudadanía: Nuevas exigencias, nuevas realidades
Fernández Álvarez, Miguel; García Laborda, Jesús. - : Universidad de Alcalá. Servicio de Publicaciones, 2021
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3
Differences and Similarities between Oral and Written Competence in Spanish Pre-University Students: A Correlational Study
In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 42, 2018, pags. 172-196 (2018)
Abstract: The Foreign Language (FL) section of Spanish University Entrance Examination (EFL-PAU) has had few revisions over the last twenty years. The Spanish government has substituted the old EFL-PAU University Entrance Examination by a high stakes Baccalaureate Final Evaluation. However, further changes are expected in the coming years. Among the most important ones for the Foreign Language Section is a deep and necessary revision with the inclusion of new types of tasks. To try and inform the decisions made for the new Baccalaureate Final Evaluation, this article reports on the quantitative and qualitative analyses conducted thanks to a pilot oral test carried out with 772 recorded candidate performances. Three main goals were established for this research: 1) to find out the most important variables which characterize foreign language learning in secondary school in Spain; 2) to find out if there is any correlation between the oral competence of students at the end of their non-compulsory secondary education (as obtained from the pilot study) and the marks students obtain in the University Entrance Examination (which does not include the oral skill); and 3) to find out any aspects related to EFL teaching and learning which may potentially enhance oral performance. The results of this paper provide rich information on the students’ foreign language learning context, the strong correlation between the written and oral competences and the need to pay attention to three variables which foster the development of oral foreign language in secondary school classrooms
Keyword: correlational study; foreign language; University entrance examination
URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=6776450
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Las variables sexo, edad y lugar de trabajo en las actitudes de los profesores hacia la interacción oral en L1 y L2 en la clase de inglés de segundo de Bachillerato
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 14, 2010, pags. 91-104 (2010)
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