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EFL Test-Takers’ Feedback on Integrated Speaking Assessment / Heng-Tsung Danny Huang, Shao-Ting Alan Hung.
// Tesol Quarterly Volume 51, Issue 1 March 2017. 2017.p. 166–179. Integrated skills assessment has in the recent decade been greeted with a renewed research interest in the domain of language testing, or, as Yu (2013) aptly states, it has been “reinstated and revitalized” to command attention “as a field of research inquiry and as a method of assessing language proficiency” (p. 110). Integrated second language (L2) test tasks usually require test-takers to generate oral or written responses by integrating textual and/or aural information provided ahead of time. These tasks have thus far been incorporated into widely recognized international English proficiency tests such as the TOEFL-iBT by the Educational Testing Service. Although these tasks are not without challenges (see Cumming, 2014, for a review of such challenges), researchers have claimed or shown that they could better simulate real-life language use tasks resulting in higher levels of authenticity and predictive validity (Butler, Eignor, Jones, McNamara, & Suomi, 2000; Wesche, 1987). Further, they emphasize language as holistic and test multiple L2 skills as a way to promote better alignment with current L2 teaching approaches (Plakans, 2013) and induce positive washback (Barkaoui, Brooks, Swain, & Lapkin, 2013). Additionally, they promote test fairness via offering pertinent topical knowledge (Read, 1990; Weigle, 2004), and meet with favorable test-taker reactions (Huang & Hung, 2010). In light of these benefits, the current researchers thus targeted integrated speaking test tasks (integrated tasks) and explored EFL test-takers’ feedback on the employment of such tasks in gauging their English oral proficiency.
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Giới thiệu về kiểm tra đánh giá trực tuyến trong lớp học ngôn ngữ / Kiều Hồng Hạnh.
// Kỷ yếu hội thảo khoa học giáo viên năm học 2020-2021 Khoa tiếng Anh 1/2021 Hà Nội : Đại học Hà Nội, 2021tr. 57-62 COVID-19 has seriously affected alomost all aspects of the society and education is not immune. The global pandemic has led to the suspension of teaching activities in many countries.In the university environment, the urgent transformation of the face to face classes to an online fomart has been carried out in a way that can be described as generally acceptable, being aware that the measures taken have been due to the urgency. However, having to facean oline evaluation is something that most institutions have never faced before. The teaching staff and students, therefore, have to give a response that integrates methodological and technological decisions, while ensuring other quality requirements. This paper aims to provide an overview of online assessment in language classroom and raises the needs of further investigation on the use of this assessment.
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