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    Using post-test think aloud interviews to investigate student reading skills and reading test validity [Oral Presentation]

    Date
    2018-10-06
    Author
    Donaghue, Helen
    Taylor, Lyndon
    Metadata
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    Citation
    Donaghue, H. and Taylor, L. (2018) 'Using post-test think aloud interviews to investigate student reading skills and reading test validity', The English UK North Academic Conference, The University of Sheffield, UK, 6 October.
    Abstract
    This presentation will report on a classroom-based research project carried out in a tertiary institution in the UK with international students on a pre- sessional EAP course. Using a think aloud protocol, students described (retrospectively) how they did tasks in a reading test. Interviews yielded information about students' reading skills and strategies and the cognitive validity of test items, which enabled informed improvements to teaching and test design. The presentation will give brief background information and outline the research methodology. We will then detail interesting findings from the interviews, including information about how students approached texts and tasks, the skills and strategies they used (or did not use), and information about the validity of test questions. We will discuss how this process informed teaching and syllabus changes, ensured better teaching/test alignment, and helped improve test design
    URI
    https://www.englishuknorth.com/
    URI
    https://www.eventbrite.co.uk/e/englishuk-north-academic-conference-2018-tickets-46714408052
    URI
    https://eresearch.qmu.ac.uk/handle/20.500.12289/12497
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    • Psychology, Sociology and Education

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