Word power facilitates fluent speaking and effective writing. It substantiates both : learners’ acquisition of knowledge and production of knowledge. It enriches learners' integrated language skills such as listening, speaking, reading and writing. Among the early studies of vocabulary acquisition in the first language (e.g., Boettcher, 1980; Carey, 1982; Craik, 1975), the study by Fang et al (1985) is particularly significant. In the course of their research they developed a methodology for measuring small gains in vocabulary knowledge.
First, the reading assessment and the second is an interview with the pupil regarding school and family. The researcher used both of the assessment to fully understand each child. Each instrument, administered by an assessor in one-on-one sessions with individual learners, requires about 20 minutes for each child, including brief questionnaire for the student to gather basic information about the home and academic environment. Analysis of Data Frequency counts, percentages and weighted mean were used to analyse the reading level of the respondents using the EGRA instrument. The strengths and weaknesses of the pupils in the EGRA will be culled from the result of the said assessment.
On the other hand, if the course does not organize to engage the learners ' interest or 'based on unsuitable or irreverent samples of language and units of description will have low motivational value for the students ' (Mackay & Mountford, 1978:10). So as a result the more the course satisfies learners ' learning needs the more they become confident and involved. Responding to learning needs in course design is valuable because it shows learners the right rout to utilize their present knowledge effectively enabling them to perform well in the
This study demonstrates the effectiveness of the Intelligent Tutor in terms of learning outcomes (Chapelle, 2001). Errors and Correction in Second Language Learning Since the main purpose of the Intelligent Tutor is to diagnose and correct L2 errors, we shall brieﬂy review the stances on error correction in SLA theory. Error correction is supported in the SLA literature (e.g. Doughty, 2001; Gregg, 2001; Long & Robinson, 1998) in two different ways. The ﬁrst one insists on its relevance to the communicative context (e.g.
This means that when a student to well in the test or the assessment given, this will show to the teacher that the student have shown how much they have learn and understand the lesion been taught throughout the weeks. Linn & Gronlund (2000), assessment as getting information using a procedure; these means that
"(p.261).That is to say speaking is an essential skill which deserves more attention in both first and second language because it reflects people’s thoughts and personalities. Speaking is said to be an active or productive skill. Widdowson (1978: 57) suggests that: (inverted commas) Although it might be convenient to represent the language skills in this way when considering usage, it is not especially helpful, and indeed might be positively misleading to present them in this way when considering use. What has been said about speaking was conceived to the knowledge of linguistic rules i.e. “language usage”, rather than to the way it is realized in communication i.e.
Classroom-based teacher-made tests might be used to diagnose difficulty or measure achievement in a given unit of a course. Specifying the purpose of and stating its objectives are an essential first step in choosing, designing, revising, or adapting an assessment tool. For this task, I have obtained sample of exam papers for Year 4 from my previous practicum school, SK Cheting, Kuala Berang. The exam papers are divided into 2, Paper 1 and Paper 2. The Paper 1 consists of 40 multiple choice questions whereas Paper 2 consists of 3 sections; Section A, Section B and Section C. I will be evaluating this assessment tool that I have chosen based on four basic principles of language assessment; Reliability, Validity, Washback effects and
Each test included three different types of questions: multiple-choice definition questions, sentence-completion (fill-in-the-blank) questions taken directly from (series of words that make sense and that have a subject, noun and a verb) within the text, and sentence-completion questions from other, unrelated sources. Students were divided into 2 reading groups according to their English reading ability. Figuring out, that people who work to find information and teachers need to pay close attention to the way that English reading ability and question format interact, since these issues may affect the results of vocabulary evaluations. The researcher describe the people (who were part of a study, etc. ), classroom method, texts, vocabulary choice, and tests for the present study in Chapter 3.
INTRODUCTION The paper focuses upon the significance and the quality of English language learning assessment and evaluation process in the educational system. Evaluation is a wider concept than testing and measurement, and is designed to judge the worth of all the educational outcomes brought about as a result of teaching learning process. Inthis process the students come to know their own drawbacks and try to improve. Thus, it helps the teacher in diagnosing the difficulty in learning. Because in a continuous assessment of the student day-to-day progress it helps in determining the potentialities and interests of every student, on the basis of the day-to-day records of students it becomes easy to know the present status of the student
For example each teacher can find a copy of his/her examination duties and supervision points there, together with a related handbook. Face to face approach – Held to plan, discuss or solve any school related issues with staff. Such meetings are preferably scheduled by appointment. Importance is given to such meetings since information is communicated directly and reaction (even non-verbally) can be given instantly from both parties accordingly. ‘Il-Katina’ – A magazine issued every 3 months about school activities and achievements.