Designing Oral-based Rubric for Oral Language Testing wiht Undergraduate Spanish Students in ESP Contexts
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Mostra el registre complet de l'elementcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8015
comunitat-uji-handle3:10234/8621
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INVESTIGACIONMetadades
Títol
Designing Oral-based Rubric for Oral Language Testing wiht Undergraduate Spanish Students in ESP ContextsData de publicació
2015Editor
Association of Gazi Foreign Language TeachingISSN
2146-1732Cita bibliogràfica
GIRÓN-GARCÍA, Carolina; LLOPIS-MORENO, Claudia. Designing oral-based rubrics for oral language testing with undergraduate Spanish students in ESP contexts. The Journal of Language Teaching and Learning, 2015, vol. 5, no 2, p. 86-107.Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
http://journal.jltl.org/index.php/jltl/article/view/448Versió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
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During several decades, considerable attention has been paid to speaking assessment procedures. Probably, the reason for this relevance lies in the difficulties in dealing with oral assessment and in determining the ... [+]
During several decades, considerable attention has been paid to speaking assessment procedures. Probably, the reason for this relevance lies in the difficulties in dealing with oral assessment and in determining the adequate type of assessment (Campbell et al., 2001; Schwartz & Arena, 2013; Stoynoff, 2013). The main aim of this article is to analyze to what extent students’ oral competences (such as their English competence and fluency) affect their peers’ English oral production. More precisely, we intend to study effective procedures to assess oral production in ESP contexts. In order to assess our students, we have designed a speaking-based rubric as the main instrument (called ‘Speaking Diagnostic Test’), based on previous research (Spandel, 2006; Wilson, 2006). The results obtained from both questionnaires will help us identify to what extent students’ preferences in working with other classmates influence their English oral production and therefore to what extent these [-]
Publicat a
The Journal of Language Teaching and Learning, 2015, vol. 5, no 2Drets d'accés
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info:eu-repo/semantics/openAccess
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