• An empirical investigation of the componentiality of L2 reading in English for academic purposes

      Weir, Cyril J.; Yang, Huizhong; Jin, Yan (2001-01-01)
      The focus on careful reading in theoretical literature has meant that we have somewhat ignored reading behaviours such as skimming, scanning and search reading in the teaching and testing of reading. These theories do not explain how readers process texts quickly and selectively. The development of the Advanced English Reading Test (AERT) for university students in the People's Republic of China under the auspices of the National College English Test Committee was the vehicle for investigating the nature of and the relationships between skimming, scanning, search reading and careful reading. This volume reports on the methodological procedures that led to the development of this important test and discusses the results of the empirical investigations that were carried out to establish its validity. As such it offers a blueprint of reading assessment for those wishing to research in the area.
    • The future of JEAP and EAP

      Hamp-Lyons, Liz (Elsevier Ltd, 2015-12-12)
      Editorial
    • Research and practice in assessing academic English: the case of IELTS

      Taylor, Lynda; Saville, N. (Cambridge University Press, 2019-12-01)
      Test developers need to demonstrate they have premised their measurement tools on a sound theoretical framework which guides their coverage of appropriate language ability constructs in the tests they offer to the public. This is essential for supporting claims about the validity and usefulness of the scores generated by the test.  This volume describes differing approaches to understanding academic reading ability that have emerged in recent decades and goes on to develop an empirically grounded framework for validating tests of academic reading ability.  The framework is then applied to the IELTS Academic reading module to investigate a number of different validity perspectives that reflect the socio-cognitive nature of any assessment event.  The authors demonstrate how a systematic understanding and application of the framework and its components can help test developers to operationalise their tests so as to fulfill the validity requirements for an academic reading test.  The book provides:   An up to date review of the relevant literature on assessing academic reading  A clear and detailed specification of the construct of academic reading  An evaluation of what constitutes an adequate representation of the construct of academic reading for assessment purposes  A consideration of the nature of academic reading in a digital age and its implications for assessment research and test development  The volume is a rich source of information on all aspects of testing academic reading ability.  Examination boards and other institutions who need to validate their own academic reading tests in a systematic and coherent manner, or who wish to develop new instruments for measuring academic reading, will find it of interest, as will researchers and graduate students in the field of language assessment, and those teachers preparing students for IELTS (and similar tests) or involved in English for Academic Purpose programmes. 
    • Towards the new construct of academic English in the digital age

      Khabbazbashi, Nahal; Chan, Sathena Hiu Chong; Clark, Tony; University of Bedfordshire; Cambridge University Press and Assessment (Oxford University Press, 2022-03-28)
      The increasing use of digital educational technologies in Higher Education (HE) means that the nature of communication may be shifting. Assessments of English for Academic Purposes (EAP) need to be reconceptualised accordingly, to reflect the new and complex ways in which language is used in HE. With a view to inform EAP assessments, our study set out to identify key trends related to Academic English using a scoping review of the literature. Findings revealed two major trends: (a) a shift towards multimodal communication which has in turn resulted in the emergence of new types of academic assignments, multimodal genres, and the need for students to acquire new skills to operate within this multimodal arena; and (b) the limitations of existing skills-based approaches to assessment and the need to move towards integrated skills assessment. We discuss the implications of these findings for EAP assessments.
    • Why researching EAP practice?

      Hamp-Lyons, Liz (Elsevier Ltd, 2018-01-08)