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Item Response Theory, though it has become a widely recognized tool
in language testing research, is still not used frequently in
practical language assessment projects. This book intends to
provide a theoretical overview as well as to give practical
guidance concerning the application of IRT in item bank building in
a language testing context by presenting a particular project in a
higher education setting.
Strategic competence (a higher-order executive ability that
executes strategies for language use) has long been theorized as a
significant non-linguistic factor affecting second language (L2)
communicative ability. Despite its recognition, the parameters of
strategic competence have been poorly defined and researched.
Utilizing the multitrait-multimethod approach, this book examines
the relationships of general strategic knowledge and strategic
regulation in a specific high-stakes, test-taking context to
English as a foreign language (EFL) reading test performance over
time through the use of a structural equation modeling (SEM)
approach. Since it is large-scale and longitudinal in nature, this
research provides an opportunity to generalize the unfolding nature
of strategic competence. The book concludes by proposing
multidimensional models to assist researching strategic competence
and by discussing pedagogical models for strategic reading
instruction.
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