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ERIC Number: ED557865
Record Type: Non-Journal
Publication Date: 2013
Pages: 248
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9108-6
Understanding Perspectives of English Language Learning and Assessment Practices: A Mixed-Method Embedded Study
Bailey, Angela Christine
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
This study contributed to the continuing dialogue of quality language programs and student outcomes for classroom language learning and assessments within the standardized testing era to language learning programs within Colombia. The particular purpose of this one-phase, embedded, mixed-method study examined students' and teachers' beliefs about language learning and perspectives of language assessment to find explanations of lower than expected test score results in a university language institute in Colombia, South America. The current goal of the language program is that all students finish with general, technical, and academic English according to the Common European Framework of References (CEFR) and government set standards of a B2 level of language competence. This study focused on economic, political, and socio-cultural influences within the Colombian context, the beliefs students and teachers had about English language learning, and the perceptions the same students and teachers had regarding language assessment. 337 total participants (n = 312 students and n = 25 teachers) participated in the answering three surveys and a beliefs and perceptions open-ended questionnaire. Descriptive and inferential statistics were used along with qualitative responses regarding student and teacher beliefs. Through an integration of data, results revealed three possible explanations: First, consideration of the knowledge and experiences inside the language learning environment needs attention regarding social, political, and previous learning experiences; second, the importance of testing at the university language institute might not be clear enough to teachers or students; and third, a need for professional development regarding the connection of language learning and assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia