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Using recasts to enhance students’ English question production: Ethiopian secondary school students in focus
By Addis, Ketema
Research on recasts has gotten increasing attention from SLA researchers ever since 1990s. However, the studies on the effectiveness of recasts had inconsistent findings and are still debatable in what way recasts facilitate L2 learning. This study aims to examine the effects of recasts on English question production by adopting a pretest, posttest, and delayed posttest design. Grade eleven students participated in the study and were grouped into three developmental stages of the target structure, the intended framework. The transcribed interactional tasks were coded in terms of recasts, noticing of recasts, perceptions of recasts, learner uptake, primed production, developmental stages of questions, and upgrade of developmental stages, respectively. Most students exhibited substantial preferences for recasts over other types of feedback in their interview data, with more than half of the students in each group reporting noticing the recasts in their learning journals. Primed production played a better role than uptake. Successful uptake was somewhat infrequent and was not significantly correlated with any group’s noticing of recasts. It had a significant impact on the question development of lower-level and intermediate-level students but not on higher-level students’ accuracy of question production. In contrast, it was revealed that primed production of question forms was strongly correlated with noticing recasts for all groups, and it was facilitative of subsequent L2 development in all groups. It concludes that recasts provided in dyadic interactions have facilitated the English question production by Ethiopian EFL learners at different stages. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Practices of EFL teachers in test construction
By Tewachew, Abebe
This study aimed to examine the practices of EFL teachers in test construction. It was conducted in six purposively selected secondary schools. The study addressed the following question: What are the practices of EFL teachers in test construction? The theoretical basis of the study was Bloom’s taxonomy. The design of the study was a convergent parallel mixed design along with a pragmatism paradigm. Questionnaire, semistructured interviews, nonparticipant observation and document analysis were used to collect the data. On the bases of this, the findings revealed that EFL teachers did not receive test development training. To this effect, they skipped crucial steps of test construction: the planning stage, designing stage and tryout stage. Additionally, the results of the study indicated that grammar and reading were the focus areas of the tests. The constructed exams were found that there were no tasks involving critical thinking or problem solving. Furthermore, the archive analysis data showed that EFL teachers did not follow the trend of Bloom’s taxonomy as a framework while designing tests. This study suggested that education professionals in zone and woreda should prepare for test development training in light of these findings. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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