The Post-Graduate Academic English Language Skills and the Language Skills Measured by the Iranian PhD Entrance Exam: A Test Reform and Curriculum Change

Autor/inn/en	Kheirzadeh, Shiela; Marandi, S. Susan; Tavakoli, Mansoor
Titel	The Post-Graduate Academic English Language Skills and the Language Skills Measured by the Iranian PhD Entrance Exam: A Test Reform and Curriculum Change
Quelle	In: International Journal of Assessment Tools in Education, 6 (2019) 1, S.63-79 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kheirzadeh, Shiela) ORCID (Marandi, S. Susan) ORCID (Tavakoli, Mansoor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-7456
Schlagwörter	English for Academic Purposes; Second Language Learning; College Entrance Examinations; Doctoral Programs; Language Tests; Foreign Countries; Specialists; Doctoral Students; Student Attitudes; Content Analysis; Language Skills; Academic Achievement; Correlation; Test Content; Reading Tests; Student Needs; Educational Change; Curriculum Development; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Aufnahmeprüfung; Doktorandenprogramm; Language test; Sprachtest; Ausland; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Inhaltsanalyse; Language skill; Sprachkompetenz; Schulleistung; Korrelation; Testaufgabe; Lesetest; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	To investigate the congruence between the requisite postgraduate academic language skills and the language skills measured by the General English section of the Iranian National PhD Entrance exam, field specialist informants, language-specialist informants and post-graduate students were questioned. The informants' data were collected through interviews and the students' data were obtained through a language skills' questionnaire. The informants and students' data were analyzed through content analysis and frequency analysis, respectively. The informants acknowledged that all four language skills were crucial for academic success. Considering congruity, both groups of informants asserted that there was little congruity between the language skills measured by the exam and those of the academic context. Post-graduate students believed that the reading section of the exam did not match their academic needs; they also believed that a writing section should be added and that a listening section need not be included in the exam. The findings have some implications for a change in the curriculum preceding the exam. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01