Changes in students’ attitudes and perceptions towards ESL testing: a case study from a group of adult learners
DOI:
https://doi.org/10.29018/issn.2588-1000vol6iss42.2022pp373-379Palabras clave:
E-learning, students, perceptions, assessment, pedagogy of national and foreign languagesResumen
This paper has the intention of presenting, justifying, evaluating, and providing reflections about the work done by a group of teachers at UPSE-EP English Modules together with two experienced teachers in ESL teaching for high school sections, and with a teacher from an external university who provided an objective perspective towards the problem started. One specific higher education class was the subject of study. It was a group of students from a master’s program. The intention of this work is to evidence changes in students’ attitudes and perceptions towards ESL testing, and it will provide information related to the teacher’s perceptions about the benefits and the impact of assessment during the preparation course.
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Bachman, L. F. (s.f.). Justifying the Use of Language Assessments: Linking Test Performance with Consequences. JLTA 2013 Keynote Speech.
British Council. (02 de June de 2020). Assessment Research Group. Obtenido de How Language Assessment Works: https://www.britishcouncil.org/exam/aptis/research/assessment-literacy
Brown, J. (1997). The Washback Effect on Language Tests. Working Papers in ESL, 16(1), 27-45.
Reglamento de Regimen Academico. (27 de February de 2019). Consejo de Educacion Superior. Obtenido de Reglamento de Regimen Academico: https://www.ces.gob.ec/doc/historico_LOTAIP/LOTAIP2019/Mayo/Literal_a3-Regulaciones_y_procedimientos_internos.pdf
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