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1 | (8) |
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1.1 The issue of interest in the research |
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1 | (1) |
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1.2 The Greek ELT context |
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1 | (2) |
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3 | (6) |
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1.3.1 The exams in general |
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3 | (2) |
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1.3.2 Structure of the FCE test and the Greek test takers |
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5 | (1) |
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1.3.3 Intended washback of the FCE |
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6 | (3) |
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Chapter 2 Literature Review on washback |
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9 | (22) |
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2.1 Language tests and their effects |
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9 | (3) |
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2.2 The general impact of testing |
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12 | (5) |
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2.2.1 Test impact and washback |
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12 | (3) |
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2.2.2 Categorisation of the different forms of impact |
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15 | (2) |
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17 | (14) |
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2.3.1 A general review of the washback effect over time |
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17 | (3) |
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2.3.2 According to quality: positive and negative washback |
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20 | (8) |
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2.3.3 According to quantity: high and low/strong and weak washback |
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28 | (1) |
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2.3.4 Other categorisations |
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29 | (2) |
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Chapter 3 The Research Methodology |
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31 | (46) |
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31 | (1) |
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3.2 Rationale of the initial study |
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32 | (1) |
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3.3 Answers and goals aimed at by the study |
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33 | (1) |
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3.4 Triangulation in the research |
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34 | (1) |
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3.5 The construction and use of the interviews |
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35 | (2) |
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37 | (1) |
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37 | (1) |
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3.8 The process of the interview analysis |
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38 | (1) |
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3.9 Findings of the interview analysis |
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39 | (11) |
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3.9.1 The general status of the FCE exam |
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40 | (2) |
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3.9.2 Exerted influence of the exams |
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42 | (6) |
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48 | (2) |
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3.9.4 Language performance |
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50 | (1) |
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3.10 An initial discussion of the findings |
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50 | (1) |
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3.11 The findings and the way forward |
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51 | (1) |
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3.12 Pre- and post-test washback |
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52 | (2) |
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3.13 Immediate and delayed washback |
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54 | (2) |
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3.14 Statement of the research proposal |
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56 | (1) |
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3.15 An analysis of the methods of research used |
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57 | (9) |
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3.15.1 The questionnaires |
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58 | (1) |
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3.15.2 Questionnaires to the teachers |
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58 | (3) |
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3.15.3 Questionnaires to the students |
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61 | (1) |
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3.15.4 Limitations in the questionnaires |
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62 | (1) |
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3.15.5 Validity and reliability of the research |
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63 | (3) |
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3.16 Classroom observation |
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66 | (3) |
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3.17 Observation procedures |
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69 | (2) |
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71 | (6) |
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77 | (60) |
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4.1 Analysis Of the students' questionnaire 1 |
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77 | (15) |
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4.2 Analysis of the students' questionnaire 2 |
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92 | (10) |
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4.3 Analysis of the teachers' questionnaire |
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102 | (15) |
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4.4 Analysis of the COLT observation tool, Part A |
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117 | (7) |
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4.4.1 Participant organisation |
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118 | (1) |
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119 | (2) |
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121 | (1) |
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122 | (1) |
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122 | (2) |
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4.5 Critical review and limitations of COLT |
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124 | (1) |
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4.6 Analysis of the WOT observation tool |
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125 | (12) |
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4.6.1 The observation scheme and rationale |
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125 | (1) |
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126 | (1) |
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4.6.3 Classroom observation outcomes |
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127 | (7) |
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4.6.4 Alignment with exam specifications |
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134 | (3) |
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137 | (18) |
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5.1 Description of the research |
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137 | (2) |
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5.2 Combination of the findings |
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139 | (16) |
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5.2.1 Students' questionnaires |
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139 | (2) |
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5.2.2 Teachers' questionnaires |
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141 | (1) |
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5.2.3 Classroom observations |
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142 | (2) |
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5.2.4 Proposal for a new model of washback |
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144 | (2) |
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5.2.5 Implications of the study |
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146 | (2) |
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5.2.6 The power of tests: national and international implications |
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148 | (4) |
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5.2.7 Contributions of the study and future research |
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152 | (3) |
| Bibliography |
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155 | (8) |
| Appendix |
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163 | (1) |
| Appendix 1 |
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163 | (2) |
| Appendix 2 |
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165 | (1) |
| Appendix 3 |
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166 | (4) |
| Appendix 4 |
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170 | (1) |
| Appendix 5 |
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171 | (5) |
| Appendix 6 |
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176 | (3) |
| Appendix 7 |
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179 | (1) |
| Appendix 8 |
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180 | (1) |
| Appendix 9 |
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181 | (4) |
| Appendix 10 |
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185 | (1) |
| Appendix 11 |
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186 | (1) |
| Appendix 12 |
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187 | (1) |
| Appendix 13 |
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188 | |
Daugiau apie elektronines knygas