VSTEP LISTENING TEST VALIDATION: TEST TAKERS’ PERCEPTIONS OF CONTEXT VALIDITY = ĐÁNH GIÁ CỦA THÍ SINH VỀ BÀI THI NGHE VSTEP

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 explanatory mix-methods design, which is a combin...

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Main Author: Lê, Thùy Lân
Other Authors: Ngô, Xuân Minh
Format: Final Year Project
Language:English
Published: 2020
Subjects:
Online Access:http://repository.vnu.edu.vn/handle/VNU_123/99903
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Institution: Vietnam National University, Hanoi
Language: English
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spelling oai:112.137.131.14:VNU_123-999032020-12-24T07:39:04Z VSTEP LISTENING TEST VALIDATION: TEST TAKERS’ PERCEPTIONS OF CONTEXT VALIDITY = ĐÁNH GIÁ CỦA THÍ SINH VỀ BÀI THI NGHE VSTEP Lê, Thùy Lân Ngô, Xuân Minh ĐHQGHN - Trường Đại học Ngoại ngữ Ngôn ngữ Tiếng Anh; Kỹ năng nghe 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 explanatory mix-methods design, 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’s exclusive 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. KHOA SƯ PHẠM TIẾNG ANH 2020-12-24T07:39:04Z 2020-12-24T07:39:04Z 2017 Final Year Project (FYP) http://repository.vnu.edu.vn/handle/VNU_123/99903 en 240 p. application/pdf
institution Vietnam National University, Hanoi
building VNU Library & Information Center
continent Asia
country Vietnam
Vietnam
content_provider VNU Library and Information Center
collection VNU Digital Repository
language English
topic Ngôn ngữ Tiếng Anh; Kỹ năng nghe
spellingShingle Ngôn ngữ Tiếng Anh; Kỹ năng nghe
Lê, Thùy Lân
VSTEP LISTENING TEST VALIDATION: TEST TAKERS’ PERCEPTIONS OF CONTEXT VALIDITY = ĐÁNH GIÁ CỦA THÍ SINH VỀ BÀI THI NGHE VSTEP
description 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 explanatory mix-methods design, 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’s exclusive 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.
author2 Ngô, Xuân Minh
author_facet Ngô, Xuân Minh
Lê, Thùy Lân
format Final Year Project
author Lê, Thùy Lân
author_sort Lê, Thùy Lân
title VSTEP LISTENING TEST VALIDATION: TEST TAKERS’ PERCEPTIONS OF CONTEXT VALIDITY = ĐÁNH GIÁ CỦA THÍ SINH VỀ BÀI THI NGHE VSTEP
title_short VSTEP LISTENING TEST VALIDATION: TEST TAKERS’ PERCEPTIONS OF CONTEXT VALIDITY = ĐÁNH GIÁ CỦA THÍ SINH VỀ BÀI THI NGHE VSTEP
title_full VSTEP LISTENING TEST VALIDATION: TEST TAKERS’ PERCEPTIONS OF CONTEXT VALIDITY = ĐÁNH GIÁ CỦA THÍ SINH VỀ BÀI THI NGHE VSTEP
title_fullStr VSTEP LISTENING TEST VALIDATION: TEST TAKERS’ PERCEPTIONS OF CONTEXT VALIDITY = ĐÁNH GIÁ CỦA THÍ SINH VỀ BÀI THI NGHE VSTEP
title_full_unstemmed VSTEP LISTENING TEST VALIDATION: TEST TAKERS’ PERCEPTIONS OF CONTEXT VALIDITY = ĐÁNH GIÁ CỦA THÍ SINH VỀ BÀI THI NGHE VSTEP
title_sort vstep listening test validation: test takers’ perceptions of context validity = đánh giá của thí sinh về bài thi nghe vstep
publishDate 2020
url http://repository.vnu.edu.vn/handle/VNU_123/99903
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