In the second of a series of short videos, testing expert Laura Edwards looks at the the roles of output and input in language testing.
Should a placement test include speaking and writing? Is it important that it is adaptive? Does a test-taker have to attempt every question? What, in fact is a placement test?
In this article, first published last month in the China Supplement of the EL Gazette, Jocelyn Wan outlines the Chinese approach to language teaching, and explains how the communicative approach clashes with elements of East Asian culture.
When she took over the self-access centre at Hong Kong Education University, Dr Jessie Choi realised that ‘physical learning material was no longer a strong attraction.’ This is the story of her vision of a new approach to self-access language learning, based on social interaction.
eLearning Forum Asia was in Hong Kong this year, and the hottest topic was Generation Alpha.
This month, we look at two examples of how modestly-funded, locally sensitive projects can start to bridge the technology gap in East Africa.
The quotation above shows how the Oxford comma can dramatically alter the meaning of a sentence — sometimes to comical effect.
In the second most popular TED Talk of all time, Amy Cuddy comes to the intriguing, evidence-based conclusion that altering the way we stand for just two minutes before an evaluative situation — a presentation or an exam — really can lead to better outcomes. Read more
The Common European Framework of Reference for Languages (CEFR) was originally developed for Europe, but the ‘can do’ statements have global application. After all, the ability to ‘understand simple technical information, such as operating instructions for everyday equipment’ or to ‘understand short, simple texts on familiar matters’ is relevant worldwide. Could it not therefore be renamed the Global Framework of Reference for Languages? Read more
Children in Northern Ireland start school at the age of four; in the Irish republic it’s six. And in much of Europe, it’s seven. Does an early start lead to better outcomes? David Whitebread explains why children may need more time to develop before their formal education begins in earnest.