Literaturnachweis - Detailanzeige
Autor/inn/en | Saif, Shahrzad; Ma, Jia; May, Lyn; Cheng, Liying |
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Titel | Complexity of Test Preparation across Three Contexts: Case Studies from Australia, Iran and China |
Quelle | In: Assessment in Education: Principles, Policy & Practice, 28 (2021) 1, S.37-57 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0969-594X |
DOI | 10.1080/0969594X.2019.1700211 |
Schlagwörter | Difficulty Level; Test Preparation; High Stakes Tests; English (Second Language); Language Tests; Second Language Learning; Context Effect; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Educational Practices; Comparative Education; Stakeholders; Foreign Students; Student Motivation; Immigration; College Admission; Young Adults; Private Education; Foreign Countries; Expectation; Australia; Iran; China (Beijing); International English Language Testing System; Test of English as a Foreign Language Schwierigkeitsgrad; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Schülerverhalten; Lehrerverhalten; Bildungspraxis; Vergleichende Erziehungswissenschaft; Schulische Motivation; Hochschulzugang; Hochschulzulassung; Zulassung; Young adult; Junger Erwachsener; Privatunterricht; Ausland; Expectancy; Erwartung; Australien; Language tests; Englisch |
Abstract | Effective test preparation for high-stakes English language tests is crucial for candidates whose futures depend on attaining a particular score. An increasing number of studies have investigated the role of test preparation; however, these studies have been exclusively conducted in individual contexts and countries around the world. This study draws upon data from multiple sources (classroom observations, interviews, focus-group discussions) gathered from learners, administrators, and teachers within three unique instructional contexts of Australia, Iran and China. The Australian and the Iranian case studies focussed on IELTS and the Chinese case study was conducted with TOEFL iBT. The multi-contextual approach enables a nuanced understanding and insight into the teaching of high-stakes test preparation classes "in context," and the ways in which the context and the test interact to influence instructional practices. As such, the findings of this study have important implications for understanding the nature and scope of test preparation. (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 | 2022/1/01 |