Please use this identifier to cite or link to this item:
|Title:||Investigating Measures of English Textual Knowledge|
Department of English, NTNU
This paper reports a case study of four college students' test-taking processes as they took a hypothetical English discourse proficiency test. The test consisted of eight multiple-choice items, including four task types, namely Sentence Deletion, Sentence Insertion, Sentence Replacement, and Sentence Sequencing. The college students were asked to take the test and do an immediate retrospective think-aloud. The verbal reports were audiotape-recorded, transcribed verbatim, and analyzed qualitatively. The results of the verbal protocol analysis are meant to be illustrative of the construct validity, or the extent to which the performance on the test can be interpreted in terms of English textual knowledge. Implications of the findings and recommendations for further research are also discussed.
|Appears in Collections:||英語教學|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.