Volume 34, No. 2 Response to Taylor’s reforming assessment is key to successful ER implementation: Expanding on Robb (2022)

Response to Taylor’s reforming assessment is key to successful ER implementation: Expanding on Robb (2022)

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Nov. 22, 2022, 1:16 a.m.
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Nov. 22, 2022, 1:16 a.m.
bitstream:
['https://scholarspace.manoa.hawaii.edu/bitstreams/52aeefb1-1945-4e33-8b8c-9f29f7804eb0/download']
bitstream_extra:
None
bitstream_txt:
['https://scholarspace.manoa.hawaii.edu/bitstreams/daf1a33a-787e-439f-9d18-4d4bf131b1b0/download']
collection:
Volume 34, No. 2
contributor.author:
Robb, Thomas
date.accessioned:
2022-10-21T01:49:31Z
date.available:
2022-10-21T01:49:31Z
date.copyright:
2022
date.issued:
2022-10-15
description.abstract:
I completely agree with Taylor (2022) that a proportion of the students’ grades based on participation or effort would surely facilitate the implementation of ER or any other of the four skills. Improvement in actual ability can only occur through meaning-based input and output activities (see Nation, 2007) which are by and large denied students due to the focus on intensive language study.
endingpage:
421
format:
Article
identifier.citation:
Robb, T., Response to Taylor’s reforming assessment is key to successful ER implementation: Expanding on Robb (2022). Reading in a Foreign Language, 34(2), 420–421. http://hdl.handle.net/10125/104135
identifier.issn:
1539-0578
identifier.uri:
https://hdl.handle.net/10125/104135
language:
eng
number:
2
publicationname:
Reading in a Foreign Language
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
Discussion Forum
site_url:
/rfl/item/566
startingpage:
420
title:
Response to Taylor’s reforming assessment is key to successful ER implementation: Expanding on Robb (2022)
type:
Discussion Text
volume:
34