Appraising Research: Evaluation in Academic Writing by Susan Hood (auth.)

By Susan Hood (auth.)

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2002; Fulcher and Márquez Reiter, 2003; Tavakoli and Skehan, 2003). There remains an assumption in many language testing contexts that test tasks are interchangeable for all sections of the test population. Description of the writers’ study (this article; this study) This article explores the question of whether tasks used may result in bias towards or against particular groups of test takers, in the context of the speaking component of the English version of the Graduating Students’ Language Proficiency Assessment (GSLPA) (Lumley and Stoneman, 2000; Lumley and Qian, 2003).

Within the field of pragmatics there is a considerable literature that focuses specifically on genres in academic discourse, including that of the research article. Much of this work has built on the seminal analysis of John Swales (1987, 1990), and widely applied in such studies is the analytic construct of ‘moves’. A differentiation of moves across an introduction (or any other component of the text) is essentially arrived at intuitively, but can then be described with reference to the distribution of some syntactic features that are interpreted as doing the pragmatic work assigned to a ‘move’.

40 Appraising Research: Evaluation in Academic Writing While online instruction is gaining popularity, it is not free from criticism. Many educators and trainers do not support online instruction because they do not believe it actually solves difficult teaching and learning problems (Conlon, 1997) while others are concerned about the many barriers that hinder effective online teaching and learning. These concerns include the changing nature of technology, the complexity of networked systems, the lack of stability in online learning environments, and the limited understanding of how much students and instructors need to know to successfully participate (Brandt, 1996).

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