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Test Takers' Attitudes toward Varieties of Accents in Listening Tasks of the Duolingo English Test (2021 Test Version)
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Okim Kang; Maria Kostromitina; Xun Yan; Ron I. Thomson; Talia Isaacs – Language Assessment Quarterly, 2025
There has been much debate in assessment research about the inclusion of Global English accents in high-stakes listening tests. This study explored test-takers' attitudes toward the inclusion of different English accents in the Duolingo English Test (DET) 2021 test version and their associations with listening test scores. One hundred sixty…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Computer Software
Impact of TOEIC Listening and Reading as a University Exit Test in Vietnam
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Nguyen, Ha; Gu, Yongqi – Language Assessment Quarterly, 2020
Recently, many universities in Vietnam have adopted the TOEIC (Test of English for International Communication) Listening and Reading test as a language exit test for non-English major students. This study aimed at examining the perceived impact of the TOEIC Listening and Reading test on English teaching and the mechanism by which this test impact…
Descriptors: Foreign Countries, English (Second Language), Language Tests, Second Language Learning
Evaluating Fairness and Justice of External English Language Test Score Interpretation and Use for Japanese University Admission
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Saito, Hidetoshi; Sawaki, Yasuyo; Kasahara, Kiwamu – Language Assessment Quarterly, 2022
The study evaluated a recently postponed national test policy on the use of external agencies' English tests measuring four skills for Japanese university admission purposes. Using Kunnan's principles of fairness and justice, we generated and evaluated three claims regarding the test policy: vocabulary coverage of the tests, the justifiability of…
Descriptors: Ethics, Equal Education, English (Second Language), Second Language Learning
Using EIKEN, TOEFL, and TOEIC to Award EFL Course Credits in Japanese Universities
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In'nami, Yo; Koizumi, Rie – Language Assessment Quarterly, 2017
Despite the wide use of language tests as a basis for awarding English language course credits at Japanese universities, little has been published about how universities set policies on awarding credits according to external test scores. To narrow this gap, the characteristics of such policies were investigated in relation to the EIKEN Test in…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Foreign Countries