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Showing 2 results for Toefl Ibt
Marzieh Souzandehfar,
Volume 21, Issue 1 (4-2018)
Abstract
| For the first time, this study combined models and principles of authentic assessment from two parallel fields of applied linguistics as well as general education to investigate the authenticity of the TOEFL iBT speaking module. The study consisted of two major parts, namely task analysis and task survey. Utilizing Bachman and Palmer’s (1996) definition of authenticity, the task analysis examined the degree of the correspondence between the characteristics of the speaking module tasks in the TOEFL iBT test and those of target language use (TLU) tasks. In the task survey, a Likert Scale questionnaire of authenticity was developed by the researcher based on Herrington and Herrington’s (1998; 2006) four criteria of authentic assessment. The questionnaire was sent through email to 120 subjects who had already taken the test in order to elicit their attitudes towards the degree of the authenticity of the speaking section tasks. The results of the task analysis revealed a limited correspondence between the characteristics of the test tasks and those of the TLU tasks. However, the results of the task survey indicated that except for one factor (indicators), most of the test takers had a positive view toward the authenticity of the speaking module tasks in terms of the three other factors (context, student factor, task factor). |
Dr Hossein Siahpoosh, Phd Candidate Elnaz Hoseinpour,
Volume 27, Issue 1 (4-2024)
Abstract
Abstract
Due to the significance of assessment in language education, this investigation aimed to inspect the influence of models of dynamic assessment (DA) on intermediate EFL learners' interactional and interactive metadiscourse use regarding TOEFL independent writing task fluency. The participants were 105 EFL learners Jahad university in Ardabil. Based on the random assignment, two experimental and one control group were established. To measure TOEFL iBT independent writing task fluency, during eight sessions, the first experimental groups received interactional metadiscourse instruction using interventionist interactionist DA and the second experimental group received interactive metadiscourse instruction using interventionist interactionist DA. The control group was instructed conventionally. After the treatment, all participants were administered a modified version of the TOEFL iBT independent writing task as the post-test. The obtained data were examined through Kruskal-Wallis tests. The outcomes indicated notable variations across the different groups in terms of writing fluency. The interventionist group outperformed the other two groups showing that interactional metadiscourse contributed to writing fluency. However, regarding the contribution of interactive metadiscourse to writing fluency, both interventionist and interactionist groups performed better than the control group. This means that DA plays a facilitative role in improving TOEFL iBT independent writing task fluency considering metadiscourse use, irrespective of DA classifications. This study may suggest some implications for educators, learners, and curriculu
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