Test Takers' Beliefs and Experiences of a High-Stakes Computer-Based English Listening and Speaking Test

Autor/inn/en	Zhan, Ying; Wan, Zhi Hong
Titel	Test Takers' Beliefs and Experiences of a High-Stakes Computer-Based English Listening and Speaking Test
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 47 (2016) 3, S.363-376 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688216631174
Schlagwörter	High Stakes Tests; Language Tests; English (Second Language); Second Language Learning; Second Language Instruction; Computer Assisted Testing; Listening Comprehension Tests; Secondary School Students; Asians; Correlation; Test Format; Student Attitudes; Foreign Countries; Oral Language; Testing Problems; Test Construction; Test Preparation; Test Validity; Semi Structured Interviews; China + Suchen Sie Ihr Suchwort? Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hörverstehensübung; Sekundarschüler; Asian; Asiat; Asiatin; Asiaten; Asiate; Korrelation; Testentwicklung; Schülerverhalten; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Testaufbau; Testvalidität
Abstract	Test takers' beliefs or experiences have been overlooked in most validation studies in language education. Meanwhile, a mutual exclusion has been observed in the literature, with little or no dialogue between validation studies and studies concerning the uses and consequences of testing. To help fill these research gaps, a group of Senior III students in Guangdong Province, mainland China, were interviewed concerning their views of the high-stakes Computer-based English Listening and Speaking Test (CELST) and their experiences of preparing for and taking the test. The data analysis indicated that the students had a distinct understanding of the CELST validity and also tentatively suggested a relationship between the students' views of the CELST design, their test preparation practice and their test taking process. These findings provided information useful for sharpening a computer-based English listening and speaking test and for generating positive washback on English learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01