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Dergiler / Eurasian Journal of Applied Linguistics / 2019 / Cilt: 5 - Sayı: 3

Integration of Task-based Language Assessment into Young Learner Classrooms

Fatıma Nur Fişne
İskender Hakkı Sarıgöz
Sayfa
403–422
Yayın Tarihi
2022-10-18
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Finally, it is considered that ILTPY generally affected language learning positively.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Task-based language assessment (TBLA) is a way of providing information about language learning inauthentic settings.
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Temel Bulgular & Veri:Within the framework of TBLA,this study aims to integrate the 4th grade language testing into language learning process through ILTPY(Integrated Language Testing Program for Young Learners).
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Sonuç & Katkı:Finally, it is considered that ILTPY generally affected language learning positively.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

Task-based language assessment (TBLA) is a way of providing information about language learning inauthentic settings. Not only does it present language learners with a meaningful and embedded contextof assessment but also promotes communication in the target language. Within the framework of TBLA,this study aims to integrate the 4th grade language testing into language learning process through ILTPY(Integrated Language Testing Program for Young Learners). ILTPY includes ten-unit assessment taskswhich have been developed in accordance with the young learners’ characteristics and the 4th gradecurricular objectives at state primary schools affiliated with the Ministry of National Education (MoNE)in Turkey. In order to test the effectiveness of ILTPY, two-unit assessment tasks were employed in the4 th grade classrooms. At the end of the two-unit implementation, follow-up interviews were conductedwith the students and teachers in order to understand the influence of ILTPY on language learningprocess. The study findings show that the assessment tasks in ILTPY significantly increased the level oflanguage attainment in the 4th grade. The two-unit implementation motivated a majority of languagelearners by offering them to reinforce what they had learnt. The students’ increasing enthusiasm andparticipation, and the opportunity for professional development motivated most of the language teachersto teach English and assess the students as emphasized in ILTPY. However, task development andimplementation were regarded as the demotivating factors in view of practicality. The assessment tasksmostly met the young learners’ needs of assessment, but they should be supported with more visuals andtechnology. Finally, it is considered that ILTPY generally affected language learning positively.

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Bu Makaleye Atıf Yap

Fişne, F. N., Sarıgöz, İ. H. (2022). Integration of Task-based Language Assessment into Young Learner Classrooms. Eurasian Journal of Applied Linguistics, Cilt: 5 - Sayı: 3, 403–422. https://ajindex.com/articles/507017

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