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This investigation aims to develop a curriculum for the ENGL 101 students based on the curriculum development and implementation. The investigation is merely based on the results of the needs analysis and interviews carried out with Three Freshman students, One Freshman EAP course instructors, and one English department teacher. The results of the needs analysis is displayed as the starting point, interviews were conducted with teachers to show their expectations from the course and the students in terms of English language skills and academic skills. The findings of the investigation refer to a need for an integrated approach to EAP teaching which focuses on the achievements of certain tasks expected by students’ department teachers. The findings also imply the need for a content-based approach and more focus on the objectives and necessary skills related to the students disciplinary need.
Cambridge: Cambridge University Press. Fulcher, G. & Davidson, F. (2007). Language Testing and Assessment: An Advanced Resource Book. Oxon: Routledge. Harris, M. & McCann, P. (1994).
Basic Concepts 2.1. Informal Assessment Informal assessment can be prompted or unprompted comments, verbal feedback to students, observing students working in pairs or groups, and so on. 2.2. Formal assessment Formal assessment is based on activities or procedures which are systematic and provide a measurement of students’ achievement, for example, on a progress test. 2.3.
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Nunan (2004) .Task – based Language Teaching. University of Hong Kong. Cambridge University Press. Prabhu, N.S., (1987). Second Language Pedagogy: Oxford: Oxford University Press.
(2003). How to Design and Evaluate Research in Education. McGraw-Hill Higher Education. HARMER, Jeremy. The Practice of English Language Teaching.
To sum up, assessment is an integral part of instruction that enhances, empowers, and celebrates student learning (Classroom Assessment, n.d. p.3). Regarding the important role that assessment plays in the language classroom, the aim of the paper is to devise a formal progress test for assessing the communicative use of language of a target group. Therefore, to justify the test in relation to its theoretical basis, firstly, the type of test according to purpose will be presented. Secondly it will be discussed whether the test could be considered second, or third generation. Thirdly, the principles of language testing will be outlined in relation to the test designed.
Oxford Press Nunan, D. (2004). Task-Based Language Teaching. Cambridge language teaching library Widdowson, H. (1990). Aspects of Language Teaching. Oxford: Oxford University Press Wilkins, D (1979).
1. Introduction Needs Analysis (NA) also interchangeably referred to as Needs Assessment is a tool to collect data on the multifaceted needs of the learners’ for an instructional programme. It is basically an information gathering process, fundamental to English Language Teaching (ELT) programmes, and criterial to English for Specific Purposes (ESP) (Dudely Evans: 1998, Hutchinson & Waters: 1987). NA is carried out from the perspective of the learners mostly; however, perceptions of other stakeholders are also taken into account. Warrington (2005) points out that NA, in ELT contexts, may investigate “what kinds of English, native language, and literacy skills the learner already believes he or she has; the literacy contexts in which the learner lives and works; what the learner wants and needs to know to function in those contexts; and what the learner expects to gain from the instructional program.” Furthermore, it “focuses and builds on learners’ accomplishments and abilities rather than on deficits, allowing learners to articulate and display what they already know and can do” (Auerbach & Holt, 1994).