![]() Topic and Accent Coverage in a Commercialized L2 Listening Test: Implications for Test-takers’ Identity #IELTS #listening #identity #corpuslinguistics #GenAI I have further discussed the implications of topic and accent coverage for test-takers' identity and ideologies that test-designers distill through the content of these commercialized tests. that only several ‘standard’ variants of English are represented in the test) would actually attenuate the representativeness of the test construct, as it leads to a test that presents a distorted view of language in the TLU domain." Nevertheless, this approach raises an inevitable question: if the claims themselves offer a biased and ideologically driven understanding of the TLU domain, what would be the value of the evidence supporting them? In this paper, I demonstrated that the IELTS listening test may represent such a case, wherein, paradoxically, the evidence to support the claims made by the test designer (i.e. First, what is being claimed? Second, are these claims warranted, given all of the evidence?’ In continuation, Kane emphasizes that ‘it is appropriate to talk about efforts “to validate” the claims being made’. 4) asserts that ‘the basic questions are straightforward. ![]() ![]() A validity argument hinges on the premise that test-developers’ claim regarding the interpretations and uses of test scores ought to be substantiated by evidence (Chapelle et al. 2008). This finding also brings attention to the notion of validity arguments, which have dominated the validity research in language assessment. I linked topic and accent coverage with the notion of validity arguments and made the following observations: I analyzed a corpus of the international English language testing system (IELTS) comprising 256 listening sections (1996–2021) representing 514 simulated interlocutors in these tests. My paper titled "Topic and Accent Coverage in a Commercialized L2 Listening Test: Implications for Test-takers’ Identity" has been published in Applied Linguistics (Oxford). It is not adequate as a primary resource for a PhD thesis. My YouTube channel is merely a guide for analysis. If there is a statistical method which you use in your PhD thesis, you need to read numerous papers detailing its underpinning assumptions, drawbacks, and strengths, and be familiar with several (leading) scholars who have contributed significantly to that method of analysis.Īsk yourself "Can I discuss every aspect of my thesis and review the current state of research on each topic for at least half an hour?" If the answer is no, that's a red flag and you need to try harder. The point of doing a PhD in any field is to develop expertise in the topic investigated in the PhD thesis. ![]() Is it a cultural difference? Or is it because this person is coming from a background where it is okay to spoon-feed a PhD student? □ □ I am disappointed that a PhD student does not bother to put in some effort on their own. I'm struggling to understand the rationale behind this request. This person has watched one of my YouTube videos, and is expecting me to provide them with a reference to include in their PhD thesis. I received a request from a PhD student at a renowned university from another part of the world, as shown in the enclosed image.
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