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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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Exploring language assessment and testing: language in action
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CEFR and ACTFL crosswalk: a text based approach ; Aligning Frameworks of Reference in Language Testing: The ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages
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Fostering the future: the micro-educational impact of a language assessment course
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Working for washback from university entrance tests in Japan
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Assessment of learning and assessment for learning ; TESOL Encyclopedia of English Language Teaching
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Marking, rating scales and rubrics ; The Cambridge Guide to Language Assessment
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Placement testing ; TESOL Encyclopedia of English Language Teaching
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Scaling and scheming: the highs and lows of scoring writing
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An application of AUA to examining the potential washback of a new test of English for university entrance
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Exploring language assessment and testing: language in action
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Washback in language assessment ; The Encyclopedia of Applied Linguistics
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| 17 |
English language teacher development in a Russian university: context, problems and implications
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Abstract:
The evaluation of teacher professional development efficiency has always been an issue that has attracted attention of professionals in education. This paper reports on the results of a two-year English language teacher professional development programme following a Needs Analysis study conducted by Cambridge ESOL in 2012. Longitudinal research shows that in Russia English language teaching has several problems which exist throughout decades. This article focuses on some of them: class interaction mode; the use of native (Russian) language in class; error correction strategies employed by teachers. A new approach to evaluation was employed by asking students and teachers the same questions from different perspectives on areas identified during the needs analysis study. The results varied in significance, though some positive changes have been noticed in class interaction mode, little has changed in the error correction strategies, the use of Russian in the classroom seems to be quite reasonable and does not interfere with learning. Overall, the study may be useful for general audience, especially for the post-Soviet countries as it provides evidence of change management and their impact on ELT. The findings presented in this paper seek to contribute to the formulation or adjustment of policies related to educational reforms, such as curriculum reform and teacher professional development in non-English-speaking countries. ; For copyright reasons, we cannot put the publisher's final version, which you have attached, into the repository. Please supply a postprint (your final draft, after peer review), which we will be able to include in the repository. Correction - article is OA
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Keyword:
English language assessment; English language teaching; Russia; X162 Teaching English as a Foreign Language (TEFL)
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URL: https://doi.org/10.1016/j.amper.2017.01.001
http://hdl.handle.net/10547/622878
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Linking tests of English for academic purposes to the CEFR: the score user’s perspective
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Learning-oriented language test preparation materials: a contradiction in terms?
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Green, Anthony. - : Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ), 2017
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