![]() ![]() ![]() Classroom observations and interviews were analyzed through content analysis. To triangulate the data, two classes of the instructors were also observed. The instructors’ views were also sought about the consequences of the disregard of questioning in the test. They were all interviewed about the significance of oral questioning. Twelve non-native graduates and nineteen Iranian TOEFL iBT instructors participated in the study. Further, the washback of the absence of the skill in the TOEFL iBT test was investigated in speaking preparation classes. This study highlights the significance of non-native students’ skills to ask oral English questions in academic contexts as experienced by non-native graduates from English-medium universities and in the view of Iranian TOEFL iBT instructors. The structure and administration procedure of the TOEFL iBT speaking test leaves no room for carrying out reciprocal interactions and, consequently, examining applicants’ questioning ability. ![]() Recommendations for increased student awareness of language demands at the pre-admission stage and a more system-wide and discipline-based approach to language support post-admission are discussed.Īdmission in English-medium universities or institutions of higher education depends on the results obtained by candidates in large-scale proficiency tests including Test of English as a Foreign Language (TOEFL) internet-based test (iBT). Also, students experience complex and challenging language demands in their program of study, which change over time. Findings suggest that many students and faculty members tend to misinterpret language test scores required for admission, resulting in surprise and frustration with unexpected level of language demands in their programs. This study, situated at a large Canadian university, integrated student and faculty member focus group data with data obtained from a domain analysis across three programs of study and a reading skills questionnaire. While many EAL students are required to submit language test scores to satisfy university admission criteria, relatively little is known about how EAL students interpret admission criteria in relation to language demands post admission and what their language challenges are. Post-secondary education institutions with English as a medium of instruction have prioritized internationalization, and as a result, many universities have been experiencing rapid growth in numbers of international students who speak English as an additional language (EAL). ![]()
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