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Full-Text Articles in Social and Behavioral Sciences
Ell Vocabulary Acquisition: How Improvement Measurements Are Affected By Text Type, English Reading Ability, And Assessment Methods, Joellen Magnus
Ell Vocabulary Acquisition: How Improvement Measurements Are Affected By Text Type, English Reading Ability, And Assessment Methods, Joellen Magnus
Theses and Dissertations
Vocabulary acquisition is a crucial part of language learning. This study seeks to determine what textual and student factors affect vocabulary acquisition rates from reading English texts for high school students for whom English is a second language, as well as how assessment factors affect the measurement of vocabulary acquisition. In this study, vocabulary acquisition was measured by comparing the differences between pre-test and post-test scores from before and after reading different texts. Text type did not affect student outcomes, but the improvement rates were affected by students' pre-test scores, students' English reading ability, and the types of assessment questions. …
Assessment Practices In The Post-Communicative Era: A Multiliteracies Perspective, Heather W. Allen, Kate Paesani, Beatrice Dupuy
Assessment Practices In The Post-Communicative Era: A Multiliteracies Perspective, Heather W. Allen, Kate Paesani, Beatrice Dupuy
Heather Willis Allen
No abstract provided.
Assessment Practices In The Post-Communicative Era: A Multiliteracies Perspective, Heather Willis Allen, Beatrice Dupuy, Kate Paesani
Assessment Practices In The Post-Communicative Era: A Multiliteracies Perspective, Heather Willis Allen, Beatrice Dupuy, Kate Paesani
Kate Paesani
Although numerous integrated approaches to foreign language teaching and learning have emerged during the “post-communicative era,” assessment practices have not kept pace with changes reflected within these approaches. Assessment practices often remain form-focused, oriented toward isolated language competencies, and devoid of focus on expression or interpretation of meaning. Yet, as Kern (2000) stated, “what is evaluated constitutes the de facto curriculum and how it is evaluated reflects the de facto philosophy of learning and teaching” (p. 267). In other words, when assessment practices focus on forms and isolated skills while lacking a focus on meaningful communication, instructors see mastery of …