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Original scientific paper
https://doi.org/10.1515/exell-2017-0006

The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment

Ana Tankosić   ORCID icon orcid.org/0000-0003-1658-6678 ; International Burch University, Sarajevo
Vildana Dubravac   ORCID icon orcid.org/0000-0002-0316-3791 ; International Burch University, Sarajevo

Fulltext: english, pdf (343 KB) pages 41-57 downloads: 144* cite
APA 6th Edition
Tankosić, A. & Dubravac, V. (2016). The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment. Explorations in English Language and Linguistics, 4 (1), 41-57. https://doi.org/10.1515/exell-2017-0006
MLA 8th Edition
Tankosić, Ana and Vildana Dubravac. "The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment." Explorations in English Language and Linguistics, vol. 4, no. 1, 2016, pp. 41-57. https://doi.org/10.1515/exell-2017-0006. Accessed 23 Jul. 2019.
Chicago 17th Edition
Tankosić, Ana and Vildana Dubravac. "The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment." Explorations in English Language and Linguistics 4, no. 1 (2016): 41-57. https://doi.org/10.1515/exell-2017-0006
Harvard
Tankosić, A., and Dubravac, V. (2016). 'The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment', Explorations in English Language and Linguistics, 4(1), pp. 41-57. https://doi.org/10.1515/exell-2017-0006
Vancouver
Tankosić A, Dubravac V. The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment. Explorations in English Language and Linguistics [Internet]. 2016 [cited 2019 July 23];4(1):41-57. https://doi.org/10.1515/exell-2017-0006
IEEE
A. Tankosić and V. Dubravac, "The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment", Explorations in English Language and Linguistics, vol.4, no. 1, pp. 41-57, 2016. [Online]. https://doi.org/10.1515/exell-2017-0006

Abstracts
(BIH). However, since the number of English classes per week is very limited they should be utilized in the best possible way to produce proficient users of English. Nowadays, when language proficiency is viewed as one’s ability to speak and write in the target language and not about it, the need for the proficiency evaluation in schools arises. The present study attempts to shed a spot of light on this issue, investigating two very common ways of assessing students’ knowledge in schools, namely tests and writing assignments. Hence, through the interviews with English teachers and the analysis of students’ tests and writing assignments, the current paper explores the ways in which these two measures are realized, the tasks they consist of, the type of linguistic knowledge they are used to evaluate, their levels of difficulty, and the type of corrective feedback teachers provide on both of them. The results suggest that teachers on both measure rather students’ explicit than their implicit knowledge, focusing much more on accuracy than fluency development.

Keywords
assessment; test; writing assignment; corrective feedback; EFL

Hrčak ID: 189232

URI
https://hrcak.srce.hr/189232

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