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Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners ...
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Assessment of Word-Level Neural Language Models for Sentence Completion
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In: Applied Sciences ; Volume 10 ; Issue 4 (2020)
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| 63 |
Shared Storybook Reading and the Development of Oral Language Skills ... : Das gemeinsame Lesen von Kinderbüchern und die Entwicklung frühkindlicher Sprachfähigkeiten ...
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| 64 |
How much does test-takers’ listening proficiency matter in oral interview tests?
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| 65 |
The impact on candidates of examiner interventions in oral interview tests
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| 66 |
Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances
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| 67 |
Assessment of candidates' interactional competence using group oral tests
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| 69 |
Comparing writing proficiency assessments used in professional medical registration: a methodology to inform policy and practice
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| 70 |
Effects of pre-task planning on paired oral test performance: a case of beginning EFL learners
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| 71 |
Effects of the number of participants on group oral test performance
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| 72 |
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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| 73 |
Language aptitude influence on foreign language acquisition
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| 74 |
ЛІНГВОДИДАКТИЧНА КОНТРОЛЬНО-ОЦІНЮВАЛЬНА CТРАТЕГІЯ У ПРОЦЕСІ НАВЧАННЯ ЯК СПІЛКУВАННЯ ; LINGUODIDACTIC ASSESSMENT AND EVALUATION IN COMMUNICATIVE EDUCATION
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In: Ars linguodidacticae; № 1 (2017); 4-10 ; ARS LINGUODIDACTICAE; № 1 (2017): Ars linguodidacticae; 4-10 ; 2663-0303 (2020)
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| 76 |
Living with IELTS: the stories of IELTS test candidates
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Yucel, Megan. - : The University of Queensland, School of Languages and Cultures, 2020
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| 77 |
The Impact of Literature Teaching Techniques on the Learners' Performance on Academic Reading Course Tests
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In: Applied Linguistics Research Journal, Vol 4, Iss 1, Pp 53-62 (2020) (2020)
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Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis
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In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 1 (2020) (2020)
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Abstract:
Ensuring that test-score use brings about socially positive consequences for test-takers is an important aspect of test validation. While many studies use an inductive approach to evaluate test consequences, few studies have implemented Appraisal analysis. To that end, this case study investigated the test consequences of an English reading placement test administered at a large American university. In this study, English as a second language (ESL) students (n=8) who took the placement test and an ESL reading course were interviewed; an Appraisal analysis was conducted to identify the students’ positive and/or negative perceptions toward the placement test and reading course. Using an argument-based approach to validity framework, the findings were treated as evidence to evaluate the test consequences of the placement test. The results showed that, while taking the ESL course helped students gain some valuable academic reading skills, students felt that test anxiety, fatigue, and verbally demanding questions hindered their test performances. Understanding what students experienced while taking the test can help test-developers devise solutions that will improve the test-taking situation for future test-takers. This study also illustrates how an Appraisal analysis of test-takers’ discourses can provide a systematic and fine-grained approach to evaluating positive and/or negative test consequences.
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Keyword:
Appraisal; English language; LB5-3640; PE1-3729; placement test; Theory and practice of education; validity
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URL: https://doi.org/10.7916/salt.v20i1.3394
https://doaj.org/article/391c6cadf6624fe98d3d6792ea4478fc
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| 79 |
FEASIBILITY TEST OF ENGLISH INSTRUCTIONAL MATERIALS FOR SECRETARIES THROUGH MOODLE
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In: Journal of Applied Linguistics and Literature, Vol 5, Iss 2, Pp 109-122 (2020) (2020)
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| 80 |
The quality of an English summative test of a public junior high school, Kupang-NTT
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In: English Language Teaching Educational Journal, Vol 3, Iss 2, Pp 133-141 (2020) (2020)
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