Toward a Socio‐Cognitive Framework for Validating L2 Listening Classroom Assessment: Comparing Teachers’ and Learners’ Perceptions on English Textbook Listening Tasks
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DOI: 10.1111/ijal.70039
Abstract: Second language (L2) textbook listening tasks can serve as classroom assessments, which are essential for learners’ language development. However, concerns about their validity have received little attention. This study investigated the design and application of… read more here.
Keywords: classroom; framework; socio cognitive; textbook listening ... See more keywords