| 1 |
Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 1-22 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Humor and Play in Language Classroom Interaction: A Review of the Literature
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 22-38 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Signaling Learner Stance through Multimodal Resources
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 44-50 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 63-67 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 51-55 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Applying L2 Vocabulary Research Findings to Classroom Teaching
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Investigating Second Language Reading Components:Reading for Different Types of Meaning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Another Look at Norris and Ortega (2000)
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Communication Disorders in Spanish Speakers: Theoretical, Research, and Clinical Aspects
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-5 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Child Second Language Acquisition: What Do We Know?
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 18-34 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Studying Heritage Languages with a Focus on Multilingualism
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 47-49 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The Role of Metalinguistic Awareness in Multilingual Acquisition
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 57-59 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Diagnostic Second Language Assessment in the Classroom
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 57-58 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
The Visual Elements of Computer-based Language Assessment: Aspects and Effects
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 46-47 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Researching Online Foreign Language Interaction and Exchange: Theories, Methods and Challenges
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 63-68 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
The Teacher’s Role in Classroom-based Language Assessment
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 50-52 (2015) (2015)
|
|
Abstract:
Different from large-scale language tests aiming to measure general proficiency and often administered in specific highly-controlled test settings, classroom-based language assessment is embedded in the teaching and learning cycle of a classroom and has multiple “identities” (Rea-Dickins, 2001, p. 451) due to its wide range of uses or purposes. Classroom-based language assessment is an integral part of language instruction where the teachers, as “agents” (Rea-Dickins, 2004), are the ones responsible for facilitating student learning and obtaining information about their progress and achievement, hence, also earning the name teacher assessment. From planning what to assess and how, through implementing assessment procedures and monitoring students’ performances to recording students’ attainment and progress, the teacher is constantly making decisions on how to keep track of students’ progress and attainment (Rea-Dickins, 2001). Either accomplished through a formal assessment procedure or through informal daily monitoring and observation, the teacher’s knowledge of the students guides him/her to make subsequent pedagogical decisions and push learning further.
|
|
Keyword:
Ability testing; Applied linguistics; Education; English language; Evaluation; Foreign speakers; Language acquisition; Language teachers; P118-118.7; PE1-3729; Study of language; Teaching language
|
|
URL: https://doi.org/10.7916/D80C57D0
https://doaj.org/article/aede49b8a8724f579f2cc4d96bab5ad5
|
|
BASE
|
|
Hide details
|
|
|
| 18 |
The Application of Natural Language Processing and Automated Scoring in Second Language Assessment
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 38-40 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Potential of Voice Recording Tools in Language Instruction
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 128-141 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Linguistic Relativity in SLA: Thinking for Speaking
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 72-76 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
|
|
