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    Wyświetlanie 1-3 z 3
    Tytuł:
    Reading literacy skills in the new external exams in Poland
    Autorzy:
    Kotorowicz-Jasińska, Karolina
    Krzemińska-Adamek, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/605437.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    reading skills
    reading processes
    literacy
    reading assessment
    external exams
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    The way reading literacy is conceptualised has changed over the last decades. Regarding comprehension as deep processing, in which skimming or scanning neither encourage the reader to engage in texts nor lead to the expected levels of understanding has influenced the way reading literacy is taught and assessed. The aim of the article is to analyse new task types introduced to the external exams as well as to provide evidence that the changes in the exam format reflect the way reading comprehension skills have recently been conceptualised. The analysis of the exam tasks is preceded by an overview of the recent trends in conceptualising L2 reading literacy.
    L'article contient uniquement les résumés en anglais.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2019, 43, 3
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    COMPUTER FAMILIARITY AND TEST PERFORMANCE ON A COMPUTER-BASED CLOZE ESL READING ASSESSMENT
    Autorzy:
    Odo, Dennis Murphy
    Powiązania:
    https://bibliotekanauki.pl/articles/941203.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    assessment
    testing reading
    computer-assisted testing
    Opis:
    Researchers have raised questions regarding the connection between learner familiarity with computers and performance on computerized tests virtually since interest arose in studying the applicability of computers for assessment purposes. However, despite this longstanding attention, at present, there has been a surprising lack of research that explores the connection between computer familiarity and performance on computerized tests that fall outside of the traditional multiple-choice discrete-point tests that have historically predominated in the fielf of testing and assessment. The current study aims to address this gap in previous research by examining the relationship between computer familiarity and computer-based test performance on a computer-based test of second language reading that is integrative rather than discrete-point. The study investigated the online reading ability of ESL students from one secondary school in a large city in western Canada (61 females and 59 males in the sample, ages 13-19, M=15.73). The students responded to a questionnaire about their computer familiarity and then completed an online multiple-choice cloze test. Contrary to other most other findings based on discrete-point tests, the results revealed that the familiarity variables do account for a small but significant amount of the variability in the computer-based test scores.
    Źródło:
    Teaching English with Technology; 2012, 12, 3; 18-35
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Enhancing learners emotions in an L2 context through emotionalized dynamic assessment
    Autorzy:
    Abdolrezapour, Parisa
    Tavakoli, Mansoor
    Ketabi, Saeed
    Powiązania:
    https://bibliotekanauki.pl/articles/780695.pdf
    Data publikacji:
    2013-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    dynamic assessment
    emotion
    emotional intelligence
    language learning
    motivation
    reading performance
    Opis:
    The aim of this study was to gain more in-depth understanding of students’ emotions in an EFL context by applying dynamic assessment (DA) procedures to the development of learners’ emotional intelligence. The study with 50 intermediate learners aged 12-15 used three modalities: a control group, which was taught under institute’s normal procedures; a comparison group, which received DA; and an experimental group, which received emotionalized dynamic assessment (EDA) procedures, in the form of an intervention focusing on emotional characteristics of Goleman's emotional intelligence framework with the express purpose of inducing them to work with their emotions. The study shows the potential of EDA for increasing one’s emotional intelligence and affords practical guidelines to language teachers as to how to incorporate behaviors relating to emotional intelligence into assessment procedures.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 2; 213-243
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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