The Impact Of Teaching Language Testing Basics On Developing El Trainees’

2017 ◽  
Author(s):  
Parween Shawkat Kawthar
Keyword(s):  
Language Testing ◽  
Teaching Language ◽  
The Impact

scholarly journals Utilizing the Blackboard Learning Management System at the University of Ha’il from the Perspective of Faculty Members using Internet Of Things (IOT)

2021 ◽  
Vol 14 ◽  
pp. 214-222
Author(s):  
Abdulaziz Ali ◽  
Khaled Abu Sheirah
Keyword(s):  
Internet Of Things ◽  
Management System ◽  
Learning Management System ◽  
Faculty Members ◽  
Teaching Language ◽  
Training Courses ◽  
Learning Management ◽  
Preparatory Year ◽  
The University ◽  
The Impact

The study aims to investigate the perceptions of faculty members in the preparatory year at the University of Ha’il concerning the use of the Blackboard learning management system, and to identify the impact of the study variables (gender, discipline, teaching language, and number of training courses) on the responses of the study sample members. A descriptive methodology has been used, as the study was applied to a sample of (123) faculty members, and to collect information, a questionnaire of (32) items was developed. The results of the study showed that the level of using the Blackboard at the University of Ha’il by faculty members was high. It indicated that there were no statistically significant differences due to gender. Moreover, the results revealed that there were no statistically significant differences (p=0.218) in the use of Blackboard based on the number of training courses, and that there were no statistically significant differences (p=0.390) in the use of Blackboard based on academic ranking.

scholarly journals The impact of Linguistics In teaching Arabic language

2017 ◽  
Vol 223 (1) ◽  
pp. 135-152
Author(s):  
Dr. Ahmed Hussien Haial
Keyword(s):  
Native Speakers ◽  
Arabic Language ◽  
Scientific Study ◽  
Global History ◽  
Study Material ◽  
Teaching Language ◽  
Teaching Aids ◽  
The World ◽  
History Of ◽  
The Impact

    Almost linguistics and language approach differ from those defined by the global history of linguistic studies, Including Arabic linguistic studies, I decided that the language linguistics subject of scientific study material, In this lesson linguistic began nearly shoved another contributed to the breadth of the research department, Accordingly God widened cognitive extents in most universities in the world, and its impact in the overall Linguistics Humanities. The pedagogical and teaching aids frontrunner in this effect, and as the teaching language is situated in the heart of the pedagogical department. It was the linguistics major impact on the development of Arabic language teaching, both speakers in Arab universities and secondary schools, or for non-native speakers.  

Teaching language testing on a pre-service TEFL course

ELT Journal ◽  
1998 ◽  
Vol 52 (2) ◽  
pp. 127-132 ◽  
Author(s):  
Sue Wharton
Keyword(s):  
Language Testing ◽  
Teaching Language

scholarly journals E-assessment: Wash-Back Effects and Challenges (Examining Students’ and Teachers’ Attitudes Towards E-tests)

2022 ◽  
Vol 12 (1) ◽  
pp. 203-211
Author(s):  
Ibtessam Abdulaziz Binnahedh
Keyword(s):  
Student Attitudes ◽  
Teaching And Learning ◽  
Portfolio Assessment ◽  
Applied Linguistics ◽  
Language Testing ◽  
Teacher Preparation Program ◽  
Computer Assisted ◽  
Unpublished Manuscript ◽  
Language And Education ◽  
The Impact

[1] Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 115–129. [2] Ali, M. M., & Hamid, M. O. (2020). Teaching English to the test: Why Does negative washback exist within secondary education in Bangladesh? Language Assessment Quarterly, 17(2), 129-146. [3] Cheng, L., & Curtis, A. (2004). Washback or backwash: A review of the impact of testing on teaching and learning. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 3–18). Mahwah, NJ: Lawrence Erlbaum Associates. [4] Da'asin, K. A. (2016). The attitude of Ash-Shobak University College Students to E-Exam for Intermediate University Degree in Jordan. Journal of Education and Practice, 7(9), 10-17. [5] Hughes, A. (1994). Backwash and TOEFL 2000. Unpublished manuscript, commissioned by Educational Testing Service (ETS). The University of Reading. [6] Hung, S. T. A. (2012). A washback study on e-portfolio assessment in an English as a Foreign Language teacher preparation program. Computer Assisted Language Learning, 25(1), 21-36. [7] Jiamin, X., Jinyan, L., & Tianyi, M. (2021). The wash-back effect of reformed CET 6 listening comprehension test. Asian Journal of Education and Training, 7(1), 70-73. [8] Johnson, M.& Shaw, S.(2019). What is computer-based testing washback, how can it be evaluated and how can this support practitioner research?, Journal of Further and Higher Education, 43:9, 1255-1270, DOI: 10.1080/0309877X.2018.1471127 [9] Meseke, Christopher A., Rita Nafziger, and Jamie K. Meseke. (2010). "Student attitudes, satisfaction, and learning in a collaborative testing environment." Journal of Chiropractic Education 24, no. 1: 19-29. [10] Messick, S. (1996). Validity and wash-back in language testing. Language testing. 13(3), 241-256. [11] Saglam, A. L. G. (2018). Can exams change how and what teachers teach? Investigating the washback effect of a university English language proficiency test in the Turkish context. Eurasian Journal of Applied Linguistics, 4(2), 155-176. [12] Tayeb, Y. A., Abd Aziz, M. S., Ismail, K., & Khan, A. B. M. A. (2014). The wash-back effect of the general secondary English examination (GSEE) on teaching and learning. GEMA Online® Journal of Language Studies, 14(3),83-103. [13] Wall, D. (1997). Impact and wash-back in language testing. In C. Clapham & D. Corson (Eds.). Encyclopedia of Language and Education (pp. 291-302). Dordrecht: Kluwer Academic Publishers

Integrating Authentic Resources in Teaching Language in Literary Texts

2020 ◽  
pp. 16-28
Author(s):  
Lau Emily Kui-Ling ◽  
Azlin Zaiti Zainal
Keyword(s):  
Action Research ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Literary Texts ◽  
Classroom Teaching ◽  
Positive Interaction ◽  
Teaching Language ◽  
The Impact

Authentic resources act as a platform for engaging learners' interest and making teaching processes more relevant and realistic. This action research aims to determine the impact of teaching language in literary texts by integrating the classroom-based learning environment with authentic resources. Two activities, “meet-the-author” and “pseudo-cinematic” events, were designed for this batch of undergraduates. Both activities were delineated by non-canon and canon works respectively. For both, assessments aligned with the “meet-the-author” and “pseudo-cinematic” events were conducted. Results and responses from learners were harvested to account for their experiences. Although there is no drastic positive spike in the overall results, findings answered the principal goal of the research where it is discovered that the activities have helped the learners. Through the possibilities of incorporating authentic resources, it is a means for Instructors to address limitations within classroom teaching and learning as well as pique learners' motivation and positive interaction.

scholarly journals Flipping the classroom to enhance EFL students’ listening skill

2021 ◽  
Vol 11 (1) ◽  
pp. 21-41
Author(s):  
Khoiriyah Khoiriyah
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Flipped Classroom ◽  
Language Testing ◽  
Average Score ◽  
Positive Feedbacks ◽  
Flipped Instruction ◽  
Post Test ◽  
Efl Students ◽  
The Impact

Studies regarding the use of flipped instruction in language learning have been identified plentifully, little work has examined its use in teaching listening, particularly for specific language testing. In order to address this gap, the impact of the flipped classroom to enhance EFL students’ listening skills, especially language testing, was examined. Furthermore, this study also explored the students’ perspective toward their experience in having a flipped classroom. Accordingly, a mixed-method was employed by using pre-test and post-test after treatment, along with the online open-ended questionnaire. This study revealed that the average score of the post-test (M=72.27) was significantly higher than the average score of the pre-test (64.06), indicating flipped instruction enhances the students' listening comprehension skills. Further, most of the students provoked positive feedbacks on their experience of having flipped classroom. This study might contribute as a guideline for EFL teachers to implement flipped instruction to increase the students' listening comprehension.

Textbook trends in teaching language testing

2008 ◽  
Vol 25 (3) ◽  
pp. 327-347 ◽  
Author(s):  
Alan Davies
Keyword(s):  
Language Testing ◽  
Teaching Language

scholarly journals Language assessment literacy in university admission policies, or the dialogue that isn’t

2019 ◽  
Vol 36 (3) ◽  
pp. 347-368 ◽  
Author(s):  
Bart Deygers ◽  
Margaret E. Malone
Keyword(s):  
Traditional Approach ◽  
Language Testing ◽  
Language Assessment ◽  
Admission Policy ◽  
Assessment Literacy ◽  
University Admissions ◽  
Policy Makers ◽  
University Admission ◽  
Admission Policies ◽  
The Impact

Research in the field of Language Assessment Literacy (LAL) shows that university admission officers and policy makers are not generally well-versed in matters of LAL. Only very few studies to date have traced why this may be the case, however, and in the field of language testing few studies to date have reported on how university admission language requirements are set. Nevertheless, because of the impact of test use on university admissions, developing such knowledge is essential to the progress of LAL as a discipline. This paper reports on a qualitative study that includes all university admission policy makers in one context (Flanders, Belgium). The analyses of the interviews show that the concerns and ideas of LAL scholars and those of university admission policy makers may differ substantially. Real-world policy is determined by pragmatism and compromise and policy makers, even at universities, may fail to consider empirical findings. Because this study shows that the view of policy makers can be quite dissimilar from the traditional approach taken in the LAL literature, the authors argue that it may be as beneficial to encourage policy literacy among language testing professionals, as to expect LAL from policy makers.

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