Please use this identifier to cite or link to this item:
http://hdl.handle.net/ULIS_123456789/1428Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Ngô Xuân, Minh | - |
| dc.contributor.author | Lê Thùy, Lân | - |
| dc.date.accessioned | 2018-05-31T04:34:32Z | - |
| dc.date.accessioned | 2018-05-31T04:34:35Z | - |
| dc.date.available | 2018-05-31T04:34:32Z | - |
| dc.date.available | 2018-05-31T04:34:35Z | - |
| dc.date.issued | 2017 | - |
| dc.identifier.other | GPH.771 | - |
| dc.identifier.uri | http://hdl.handle.net/ULIS_123456789/1428 | - |
| dc.description.abstract | ABSTRACT To bridge the gap into the validation research of VSTEP Test in particular and high-stakes Listening Test in general, this research aims to reveal test-takers’ perceptions towards the VSTEP Listening test’s context validity. It adopted the sequential explanatorymix-methodsdesign, which is a combination of both quantitative and qualitative research strictly in this order. Through convenience sampling, a questionnaire survey was conducted among 80 test-takers who were mainly female third and fourth year students at University of Languages and International Studies – Vietnam National University, among whom 8 were invited for follow-up interviews. As regards the VSTEP Listening test’s context validity,fairly positive responses from participants were recorded.More specifically, the most positive results were given to the test’s clarity of instruction; test-takers’ awareness of test purposes; familiarity of exchange types in the recordings; and test invigilators’ fair treatment of all test-takers. Meanwhile,the less positive responses mainly focused on the test’sexclusive use of multiple choice format, duration of time for previewing and processing answers, authenticity, overall reliability of the test results and the quality of listening equipment. In light of such findings, it is recommended that the examination board should take into consideration a variety of response format, extra allowance of previewing time, standardization of test venue and means of transmission. | vi |
| dc.description.tableofcontents | ACKNOWLEDGEMENTS i ABSTRACT ii LIST OF FIGURES v LIST OF TABLES v LIST OF ABBREVIATIONS vi CHAPTER 1: INTRODUCTION 1 1.1. Statement of problem and rationale 1 1.2. Research questions 2 1.3. Significance of study 2 1.4. Scope of study 3 1.5. Organization 3 CHAPTER 2: LITERATURE REVIEW 4 2.1. High-stakes proficiency testing and the need for validation 4 2.2. Test validity and approaches to validation 4 2.2.1. Weir’s socio-cognitive model of validity 6 2.2.2. High-stakes Listening Test validation 8 2.2.3. Test validation using test-takers’ perceptions 9 2.3. Summary and theoretical framework 11 CHAPTER 3: RESEARCH METHODOLOGY 12 3.1. Research design 12 3.2. Data collection procedure 12 3.2.1. Participants 13 3.2.1.1. Questionnaire respondents 13 3.2.1.2. Interviewees 16 3.2.2. Data collection instruments 17 3.2.2.1. Questionnaire 17 3.2.2.2. Interviews 18 3.3. Data analysis procedure 18 3.4. Summary 19 CHAPTER 4: FINDINGS AND DISCUSSION 20 4.1. Quantitative findings 20 4.1.1. Research question 1: Test-takers’ perception of task setting 20 4.1.2. Research question 2: Test-takers’ perceptions of task demands 22 4.1.3. Research question 3: Test-takers’ perceptions of test administration 24 4.2. Qualitative findings 26 4.2.1. Research question 1: Test-takers’ perceptions of task setting 26 4.2.2. Research question 2: Test-takers’ perception of task demands 27 4.2.3. Research question 3: Test-takers’ perceptions of test administration 30 4.3. Mixing of findings and discussion 32 4.3.1. Research question 1: Test-takers’ perception of task setting 32 4.3.2. Research question 2: Test-takers’ perceptions of task demands 35 4.3.3. Research question 3: Test-takers’ perception of test administration 38 4.4. Summary 39 CHAPTER 5: CONCLUSION 41 5.1. Key findings 41 5.2. Recommendations 42 5.3. Implications 44 5.4. Limitations and suggestions for further study 45 REFERENCES 46 APPENDIX 1: QUESTIONNAIRE 53 APPENDIX 2: INTERVIEW QUESTIONS .....................................................................................59 APPENDIX 3: VSTEP TEST FORMAT 61 APPENDIX 4: VSTEP TEST SCORING SCHEME AND INTERPRETATION 63 APPENDIX 5: VSTEP LISTENING TEST SCORE INTERPRETATION 64 | vi |
| dc.language.iso | en | vi |
| dc.publisher | VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION | vi |
| dc.subject | VSTEP LISTENING TEST VALIDATION: TEST TAKERS’ PERCEPTIONS OF CONTEXT VALIDITY | vi |
| dc.subject | Lê Thùy Lân | vi |
| dc.subject | ĐÁNH GIÁ CỦA THÍ SINH VỀ BÀI THI NGHE VSTEP | vi |
| dc.title | VSTEP LISTENING TEST VALIDATION: TEST TAKERS’ PERCEPTIONS OF CONTEXT VALIDITY | vi |
| dc.title.alternative | ĐÁNH GIÁ CỦA THÍ SINH VỀ BÀI THI NGHE VSTEP | vi |
| dc.type | Thesis | vi |
| Appears in Collections: | Khóa luận tốt nghiệp Khóa luận tốt nghiệp | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| GPH.771.pdf | 126.61 kB | Adobe PDF | View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.