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  • EFL Test-Takers’ Feedback on Integrated Speaking Assessment /
Tác giả CN Heng-Tsung, Danny Huang.
Nhan đề EFL Test-Takers’ Feedback on Integrated Speaking Assessment /Heng-Tsung Danny Huang, Shao-Ting Alan Hung.
Thông tin xuất bản 2017.
Mô tả vật lý p. 166–179.
Tóm tắt 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.
Đề mục chủ đề English--English level--English ability--Method--Evaluate.
Thuật ngữ không kiểm soát English
Thuật ngữ không kiểm soát English ability
Thuật ngữ không kiểm soát English level
Thuật ngữ không kiểm soát Evaluate.
Thuật ngữ không kiểm soát Method
Tác giả(bs) CN Shao-Ting, Alan Hung.
Nguồn trích Tesol Quarterly- Volume 51, Issue 1 March 2017.
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0410 |aeng
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1000 |aHeng-Tsung, Danny Huang.
24510|aEFL Test-Takers’ Feedback on Integrated Speaking Assessment /|cHeng-Tsung Danny Huang, Shao-Ting Alan Hung.
260|c2017.
300|ap. 166–179.
520|aIntegrated 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.
65010|aEnglish|xEnglish level|xEnglish ability|xMethod|xEvaluate.
6530 |aEnglish
6530 |aEnglish ability
6530 |aEnglish level
6530 |aEvaluate.
6530 |aMethod
7000 |aShao-Ting, Alan Hung.
773|tTesol Quarterly|gVolume 51, Issue 1 March 2017.
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