Literaturnachweis - Detailanzeige
Autor/inn/en | Nguyen, Ha; Gu, Yongqi |
---|---|
Titel | Impact of TOEIC Listening and Reading as a University Exit Test in Vietnam |
Quelle | In: Language Assessment Quarterly, 17 (2020) 2, S.147-167 (21 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1543-4303 |
DOI | 10.1080/15434303.2020.1722672 |
Schlagwörter | Foreign Countries; English (Second Language); Language Tests; Second Language Learning; Reading Tests; Listening Comprehension Tests; Nonmajors; Second Language Instruction; Exit Examinations; Universities; College Students; Communicative Competence (Languages); High Stakes Tests; Language Teachers; Teacher Attitudes; Vietnam; Test of English for International Communication Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Lesetest; Hörverstehensübung; Fremdsprachenunterricht; Final examination; Abschlussprüfung; University; Universität; Collegestudent; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Language teacher; Sprachunterricht; Lehrerverhalten |
Abstract | Recently, many universities in Vietnam have adopted the TOEIC (Test of English for International Communication) Listening and Reading test as a language exit test for non-English major students. This study aimed at examining the perceived impact of the TOEIC Listening and Reading test on English teaching and the mechanism by which this test impact occurred. The data were collected by means of a questionnaire at three large universities in Vietnam. The findings suggested that, generally, the use of the TOEIC Listening and Reading test as the sole exit requirement could have brought about a narrowing of the teaching content and a shift away from communicative language teaching, but its overall influence was, on average, not perceived as being strong. The form and intensity of the perceived test impact were related to a number of factors, some of which seemed to have operated remarkably differently from the way they do in other research contexts. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |