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dc.contributor.authorMontalvo Espitia, Erikaspa
dc.contributor.authorHernandez Florez, Jorgespa
dc.date.accessioned2019-12-21T22:18:15Zspa
dc.date.available2019-12-21T22:18:15Zspa
dc.date.issued2019-12-21spa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/2461spa
dc.description.abstractThe analysis of teachers’ beliefs about assessment procedures and practices during speaking activities in EFL public contexts is important because it helps us understand teacher’s reasons behind the selection of materials and activities for classroom practices. This field has been studied in national and international private universities in order to explore the main beliefs of teachers regarding the assessment of speaking. However, few studies have been carried out exploring the connection between beliefs and practices of the assessment of speaking in public schools. Thus, this study aimed at exploring an EFL teacher’s beliefs concerning the assessment of 9th graders’ speaking skills in a public school and understanding how those beliefs were reflected on the teacher’s practicum. To this end, semi-structured interviews, a Likert scale and two non-participant observations were used to gather the data. Results revealed that the teacher held beliefs 1) different assessment techniques and instruments, 2) what should be taken into account for the assessment of students’ speaking skills, 3) sharing criteria and feedback, 4) the purposes of speaking assessment activities and 5) students speaking performance. It also showed that sometimes what the teacher said was not reflected in her performance.spa
dc.description.tableofcontentsABSTRACT ……………………………………………………………………………. 6spa
dc.description.tableofcontentsACKNOWLEDGEMENTS …………………………………………………………… 7spa
dc.description.tableofcontentsCHAPTER 1: INTRODUCTION …………………………………………………….. 8spa
dc.description.tableofcontentsCHAPTER 2: THEORETICAL FRAMEWORK …………………………………… 10spa
dc.description.tableofcontents2.1 Conceptual framework ………………………………………………………………. 10spa
dc.description.tableofcontents2.1.1 Beliefs ……………………………………………………………………………… 10spa
dc.description.tableofcontents2.1.2 Assessment ………………………………………………………………………… 11spa
dc.description.tableofcontents2.1.3 Speaking …………………………………………………………………………… 13spa
dc.description.tableofcontents2.2 Literature review …………………………………………………………………….. 15spa
dc.description.tableofcontentsCHAPTER 3: METHODOLOGY …………………………………………………….. 18spa
dc.description.tableofcontents3.1 Type of research …………………………………………………………………...... 18spa
dc.description.tableofcontents3.2 Context and participants …………………………………………………………….. 19spa
dc.description.tableofcontents3.3 Data collection procedures ………………………………………………………….. 20spa
dc.description.tableofcontents3.4 Data analysis ………………………………………………………………………… 21spa
dc.description.tableofcontentsCHAPTER 4: FINDINGS ……………………………………………………………... 23spa
dc.description.tableofcontents4.1 Teacher’s beliefs about assessing EFL students’ speaking skill …………………….. 23spa
dc.description.tableofcontents4.1.1 Teachers’ beliefs about different assessment techniques and instruments ………. 23spa
dc.description.tableofcontents4.1.2 Teachers’ beliefs about what should be taken into consideration for the assessment of students’ speaking skills ………………………………………………………………… 25spa
dc.description.tableofcontents4.1.3 Teachers’ beliefs about sharing criteria and feedback on students’ speaking performance …………………………………………………………………………….. 28spa
dc.description.tableofcontents4.1.4 Teachers’ beliefs about the purposes of speaking assessment activities …………. 30spa
dc.description.tableofcontents4.1.5 Teacher’s beliefs about students’ speaking performance …………………………. 32spa
dc.description.tableofcontents4.2 Beliefs and practice ………………………………………………………………….. 34spa
dc.description.tableofcontentsCHAPTER 5: DISCUSSION ………………………………………………………….. 40spa
dc.description.tableofcontentsCHAPTER 6: CONCLUSIONS ………………………………………………………. 43spa
dc.description.tableofcontentsCHAPTER 7: REFERENCES ……………………………………………………….. 44spa
dc.description.tableofcontentsCHAPTER 8: APPENDIXES ………………………………………………………... 48spa
dc.description.tableofcontents8.1 Appendix 1 – Likert scale …………………………………………………………... 48spa
dc.description.tableofcontents8.2 Appendix 2 – Semi-structured Interview …………………………………………… 50spa
dc.language.isoengspa
dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/spa
dc.titleExploring an in-service teacher’s beliefs when assessing efl students’ speaking skillseng
dc.typeOtrosspa
dc.type.driverinfo:eu-repo/semantics/otherspa
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dc.rights.accessrightsinfo:eu-repo/semantics/closedAccessspa
dc.rights.creativecommonsAtribución 4.0 Internacional (CC BY 4.0)spa
dc.subject.proposalBeliefsspa
dc.subject.proposalAssessmentspa
dc.subject.proposalSpeakingspa
dc.type.coarhttp://purl.org/coar/resource_type/c_1843spa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dc.subject.keywordsBeliefsspa
dc.subject.keywordsAssessmentspa
dc.subject.keywordsSpeakingspa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.type.contentTextspa
oaire.accessrightshttp://purl.org/coar/access_right/c_14cbspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa


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