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Impacts and responses to a university high-stakes writing test

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dc.contributor.authorWest, Gordon Blaine-
dc.contributor.authorThiruchelvam, Bala-
dc.date.available2021-02-22T09:46:16Z-
dc.date.issued2018-01-
dc.identifier.issn0000-0000-
dc.identifier.urihttps://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/4741-
dc.description.abstractThis chapter examines the effects of high-stakes testing policies in mandatory English language writing courses at a South Korean university. We use interviews with instructors and students to see how testing policies impact their approaches to teaching writing and ways in which some instructors act as a mediator between their students and educational authorities. We also look at instructors working with students in the special test-preparation classes to discuss how instructors work with students who may have a negative view of L2 writing as a result of failing high-stakes tests to see what impacts those conditions have on their practice. © 2018 Taylor & Francis.-
dc.format.extent13-
dc.language영어-
dc.language.isoENG-
dc.publisherTaylor and Francis-
dc.titleImpacts and responses to a university high-stakes writing test-
dc.typeArticle-
dc.identifier.doi10.4324/9781315106069-
dc.identifier.scopusid2-s2.0-85049947719-
dc.identifier.bibliographicCitationThe Politics of English Second Language Writing Assessment in Global Contexts, pp 138 - 150-
dc.citation.titleThe Politics of English Second Language Writing Assessment in Global Contexts-
dc.citation.startPage138-
dc.citation.endPage150-
dc.type.docTypeBook Chapter-
dc.description.isOpenAccessN-
dc.description.journalRegisteredClassscopus-
dc.identifier.urlhttps://www.taylorfrancis.com/books/e/9781315106069-
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