Date of Award
Master of Arts
The lack of an adequate correspondence between language instruction/assessment and real life language use may cause serious problems in learner achievement and the interpretation of their achievement. Learners could fail to cope with real life challenges based on what they have learned and been tested on, and the interpretation of their achievement in learning/testing situations may not reflect what learners can actually achieve in the real world. In order to improve the problem of this mismatch, the present study investigated the notion of authenticity in detail, derived methods for assessing authenticity from multiple perspectives, and tested the methods on four tasks in a computer-assisted English learning program.
It was found that authenticity has become a multi-componential theory-based concept, and therefore investigation of the authenticity of a task needs to be based on analyses from multiple perspectives, consisting of the target language use situation, test/task characteristics, learner perception, learner involvement, and language production. Each of these aspects reveals one part of the correspondence; however, for a task developer to assert the authenticity of a task/test, one must find empirical evidence demonstrating authenticity from multiple perspectives.
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu
Liu, Hsin-min, "An investigation of methods for assessing authenticity in computer-assisted language learning and assessment" (2005). Retrospective Theses and Dissertations. 269.