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dc.contributor.authorGokturk Saglam, Asli Lidice
dc.contributor.authorTsagari, Dina
dc.date.accessioned2022-05-30T07:51:04Z
dc.date.available2022-05-30T07:51:04Z
dc.date.created2022-03-09T09:17:51Z
dc.date.issued2022-03-09
dc.identifier.issn2226-471X
dc.identifier.urihttps://hdl.handle.net/11250/2996658
dc.description.abstractThis research study explores teacher and student perceptions to verify consequential validity and the potential washback effect of a locally developed university-level English language proficiency test which consists of reading and listening-to-writing assessment tasks. The integrated language proficiency test is used upon completion of the English language preparatory program in the Turkish context to determine learners’ access to further English medium academic courses in their departments. To examine whether this source-based proficiency test has achieved its intended outcomes, 39 freshman students and 19 university instructors, who offered courses in various departments, were surveyed through questionnaires. Interviews were conducted with the instructors to gauge their perspectives about the validity of the integrated proficiency test-based decisions (whether students pass or fail) over time in terms of the language competency and academic skills of their learners. Quantitative and qualitative data analysis also revealed evidence both for positive and negative issues concerning the consequential validity of the test. Findings may help educators to reach a better understanding of the construct of integrated language assessment tasks in EAP contexts and the consequences of their use in achieving the intended and unintended curricular goalsen_US
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.relation.ispartofseriesLanguages;Volume 7 / Issue 1
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectConsequential validityen_US
dc.subjectIntegrated language assessmentsen_US
dc.subjectTest consequencesen_US
dc.subjectTeacher perceptionsen_US
dc.subjectStudent perceptionsen_US
dc.subjectWashbacken_US
dc.titleEvaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessmenten_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 by the authorsen_US
dc.source.articlenumber65en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.3390/languages7010065
dc.identifier.cristin2008381
dc.source.journalLanguagesen_US
dc.source.volume7en_US
dc.source.issue1en_US
dc.source.pagenumber1-18en_US


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Navngivelse 4.0 Internasjonal
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