語言測驗．評量．教學

吳若蕙博士與李乃欣博士共同投稿第 11 屆歐洲語言學習研討會（ European Conference of Language Learning, ECLL ），題為 Enhancing EMI Teachers ’  Assessment Practices in Support of Taiwan ’ s Bilingual Policy at the Tertiary Level ，獲選發表。此為 吳若蕙博士 2021 年著作 Rethinking EMI 專書第七章 Assessment practice in the EMI classroom in Chinese-speaking higher education contexts: Challenges and considerations 的延伸研究。研討會時間為 2023 年 7 月 13-17 日於英國倫敦舉行，此行發表相當順利， Q&A 有聽眾發問、評論，分享不同國家地區 EMI 的問題，互動熱烈。

  Rethinking EMI Multidisciplinary Perspectives from Chinese-Speaking Regions Edited By Lily I-Wen Su ,  Hintat Cheung ,  Jessica R. W. Wu ABSTRACT Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students’ learning of content is compromised by their limited language profici...

  沈冬、吳若蕙 主編 沈冬、吳若蕙、李乃欣、金韶、廖秀育、李欣芸、林君文、李佳隆、吳怡芬、Antony J. Kunnan、Nathan Carr、Stephen Bax、Sathena H. C. Chan、黃恆綜、張武昌 著 邱作麟、黃詩盛、趙家珊、潘琳 譯 財團法人語言訓練測驗中心（LTTC） 策劃 簡介 「全民英檢」為教育部補助財團法人語言訓練測驗中心（LTTC）研發的英語能力檢定測驗，自開辦至今已迄二十年，為目前臺灣除入學考試外最大規模的在地英語測驗。因「全民英檢」在地化本質及與臺灣教育發展的連動關係，檢視其發展歷程可一窺過往二十年臺灣社會及教育的脈動。本書以「全民英檢」發展的時空背景切入，佐以文獻探討，進行多面向的回顧：（1）研發理念、架構及效度研究過程與結果；（2）與臺灣社會、教育情境之交互影響；（3）未來的挑戰與展望。本書將有助於了解「全民英檢」的發展與影響，並提供兼具理論與實用性的評量研發指引。 【編者簡介】 沈冬 國立臺灣大學中國文學研究所博士，美國馬里蘭大學民族音樂研究所博士候選人。現任財團法人語言訓練測驗中心（LTTC）執行長及國立臺灣大學音樂學研究所教授，曾擔任國立臺灣大學國際事務處國際長及藝文中心主任。 吳若蕙 語言評量測驗博士，現任LTTC研發長，深入參與「全民英檢」等多項外語能力測驗研發與課程設計等工作，曾擔任「亞洲語言測驗學會」（AALA）理事長。除受邀擔任「教育部閩南語語言能力認證考試」、「原住民族語言能力認證測驗」等本土測驗之考試委員外，也獲聘為「歐洲語言測驗者協會」（ALTE）專家諮詢委員。 【作、譯者簡介】（依姓氏筆畫順序排列） Antony J. Kunnan 前澳門大學英文系教授。 Nathan Carr 美國加州州立大學現代語言及文學系教授。 Sathena H. C. Chan 英國貝德福德大學英語學習評量研究中心語言評量資深講師。 Stephen Bax（1960–2017）前英國貝德福德大學英語學習評量研究中心應用語言學教授。 吳怡芬 語言評量測驗博士，LTTC測驗編審組組長。 李乃欣 國立臺灣大學語言學研究所博士，LTTC兼任研究員。 李佳隆 LTTC研究發展室企劃推廣科科長。 李欣芸 LTTC測驗編審組第三科統計員。 林君文 LTTC教學訓練組組長。 邱作麟 LTTC測驗編審組第二科科長。 金　韶 ...

  Edited By  Lily I-Wen Su ,  Cyril J. Weir ,  Jessica R. W. Wu Copyright 2020 Description As the demand for English language education grows in Asia, there has been a parallel growth in the development and implementation of standardized tests at the local level. Offering much-needed context on locally produced tests in Asia, contributors examine emerging models for English language assessment and the impact these large-scale tests have on the teaching and learning of English. Chapters address the following well-known and developing high-stakes tests in different regions across Asia: the GEPT, the TEPS, the VSTEP, the CET, the EIKEN and TEAP, and the ELPA. Brought together by world-renowned testing assessment scholar Cyril Weir and the Language Training and Testing Center (LTTC), one of Asia’s leading testing institutions based in Taiwan, this volume is a useful reference for evaluating, developing, and validating local tests of English and their societal impact. Com...

本篇與 Matt Chia-Lung Lee合著，刊載於 Language Testing in Asia 第7卷第9期。 Wu, J., & Lee, M. C. L. (2017). The relationships between test performance and students’ perceptions of learning motivation, test value, and test anxiety in the context of the English benchmark requirement for graduation in Taiwan’s universities. Language Testing in Asia , 7 (1), 9. Abstract Backgound : Having been influenced by the trend of internationalization of higher education, most universities in Taiwan have implemented an English benchmark requirement for graduation, which requires students to demonstrate their English ability at a specified Common European Framework of Reference for Languages (CEFR) level through taking a standardized English language test (e.g., GEPT, IELTS, TOEFL iBT). This practice has been increasingly criticized for failing to achieve its intended goals of enhancing students’ English language proficiency and increasing students’ career mobility. Therefore, there is an urgent need t...

本文刊載於 JLTA (Japan Language Testing Association) 期刊第19期。 Wu, J. (2016). A socio-cognitive approach to assessing speaking and writing: the GEPT experience. JLTA (Japan Language Testing Association) Journal , 19, 3-11. Abstract The General English Proficiency Test (GEPT) is a 5-1evel, criterion-referenced EFL testing system implemented in Taiwan to assess the general English proficiency of EFL learners at all levels. The GEPT was designed as a skills-based test battery assessing both receptive(listening and reading) and productive (speaking and writing) skills. Since its first administration in 2000, the GEPT has been taken by more than 6.5 million learners, and has become the largest-scale standardized English test in Taiwan. In the wake of the introduction of productive skills to the university entrance examinations system in Japan, this talk aims to share the GEPT experience. Several key issues about speaking and writing tests will be presented in relation to the socio-cognit...

本文刊載於《英語教學期刊》（ English Teaching & Learning ）第40卷第3期。 Lee, C. & Wu, J. (2016). An Exploratory study on the relationships among student attitude towards the English graduation benchmark policy, learning motivation, test anxiety, and test performance. English Teaching & Learning , 40, 3, (Fall 2016), 61-86. 探究大學英語能力畢業門檻與學習動機、測驗焦慮、測驗表現之關係(THCI Core) 摘要 教育部從民國 94 年開始推動大學設立英語畢業門檻的政策。此政策本身及其衍生問題，一直廣受爭議，許多聲浪批評此政策浪費資源與造成學生「英語崇拜」的偏差態度。為了檢視此政策，本研究收集1,620 位參加「全民英檢」的大學生樣本，希望瞭解大學生對學校設立英語畢業門檻的態度，並進一步使用結構方程模式探討畢業門檻態度與英語學習動機、測驗焦慮、測驗價值和測驗表現間的複雜關係。結果顯示：(1)大學生普遍對英語畢業門檻抱持正向的態度。(2)大學生對英語畢業門檻的態度正向影響其學習動機、測驗價值，並有助於降低測驗焦慮。本研究結果有助於瞭解採用「全民英檢」或其他英語能力測驗作為英語畢業門檻對大學生的影響。 關鍵詞：大學英語畢業門檻 全民英檢 學習動機 Abstract Encouraged by the Ministry of Education, most universities in Taiwan have implemented an English graduation benchmark policy. However, the policy has been increasingly criticized for wasting resources and supporting a biased attitude known as English worship. As an attempt to critically...

本文與 Rachel Yi-fen Wu、Jamie Dunlea 共同發表於2015年LTTC 國際學術研討會。 Wu, R. Y. F., Wu, J., and Dunlea, J. (2015). Glocalization in English language examinations: Aptis and GEPT comparison study. Paper presented at 2015 LTTC International Conference, Taipei. Abstract Glocalization is globalization mixed with local diversity, which illustrates the value of global uniformity while accounting for local differences. One well-known example of this concept is McDonalds, which creates specialized menus for different countries across the globe in order to attract the consumers in the region. However, we rarely find examples of glocalization in international English language examinations such as IELTS and TOEFL, despite the fact that each local examinations market differs uniquely in terms of culture, perceptions of and attitudes toward examinations, purposes of taking examinations, etc. It would be wrong for international examination providers to believe that an examination that works well in the...

本文與Anita Chunwen Lin 共同發表於2015年第2屆AALA會議。 Wu, J. and Lin, A. (2015). An exploratory study on the issues of EMI assessment in Taiwan. Poster presented at 2nd Asian Association for Language Assessment (AALA), Bangkok. Abstract Employing English as the medium of instruction (EMI) for academic subjects has become a global trend. EMI is increasingly being used in education across levels, which has important implications for educators and policy makers. Yet little empirical research has been conducted into EMI’s delivery and effect on teaching, learning, assessment, and teacher’s professional development (British Council, 2014). In Taiwan, EMI is increasingly being promoted at the tertiary level, and the aspect of examinations and assessment has been identified as an important issue by EMI teachers in Taiwan. To increase the effectiveness of EMI in Taiwan, it is desirable to establish a clearer picture of the current role of EMI assessment. As an initial attempt, the present study c...

本文與 Rachel Yi-fen Wu 共同發表於2015年第37屆LTRC（Language Testing and Research Colloquium）會議。 Wu, J. & Wu, R. Y. F. (2015). Constructing a common scale for a multi-level test to enhance interpretation of learning outcomes. Paper presented at the 37th Language Testing and Research Colloquium, Toronto, Canada. Abstract      A criterion-referenced test may contain multiple levels. When a learner takes a higher level of a given test, his or her progress cannot be measured by directly comparing the scores from two different levels. The General English Proficiency Test (GEPT), a five-level criterion-referenced EFL testing system, was developed with reference to the English curriculum in Taiwan. The GEPT is taken by more than 500,000 learners annually for various purposes, among which assessing learning outcomes is the most common. Recently, an increasing number of schools have begun to encourage their students with better English proficiency to take the GEPT at a higher le...

本篇論文： Investigating Taiwanese Teachers’ Language Testing and Assessment Needs 臺灣地區教師之語言測驗評量需求調查 刊載於 【英語教學期刊 English Teaching & Learning】 Vol. 38 No.1 (Spring 2014): 1-27 摘 要 本研究是為瞭解臺灣地區教師之語言測驗評量識能需求而進行的網路問卷調查，共採集 253 名教師 ( 任教對象自國小生到研究生 ) 的意見。本問卷改編自 Hasselgreen et al. (2004) 與 Fulcher (2012) 所使用的工具，含選擇與非選擇題兩種。本研究發現教師對語言測驗評量識能的需求含：聽及說的評量、命題技巧、效度研究程序、進階統計分析等，顯示教師的需求已受近年來標準化測驗廣獲使用的影響。因此，教師需要加強語言測驗評量的知識與技能以面對工作中新的挑戰。本研究結果有助於一般語言測驗評量識能之養成，也可提供師資訓練中有關語言測驗評量識能的課程與教材研發之參考。 關鍵詞：語言測驗 語言測驗評量識能 師資訓練 Abstract The present study was designed to investigate the testing and assessment needs of English language teachers in Taiwan. An online survey was conducted, which replicated to a large extent the instruments used in Hasselgreen et al. (2004) and Fulcher (2012). Both closed-response and constructed-response items were used to encourage teachers to articulate their training needs in testing and assessment. A total of 253 school teachers, from elementary education to ...

本論文刊登於 2013 年 8 月第 8 期 ( 總第 392 期 ) 當代外語研究 Contemporary Foreign Languages Studies 。全民英檢 (GEPT) 高級測驗自 2010 年起，除原有紙筆測驗還提供了電腦化寫作測驗服務。本研究探討這兩種測驗模式是否平行，結果顯示寫作紙筆與電腦化測驗的結果相當、兩者並存是可行的，但仍須收集更多受測者作答資料、持續進行研究，以確保兩測驗具有相同的效度、品質。 吳若蕙 (2013) 。 “ 全民英檢 ” 高 級寫作紙筆與電腦化測 驗之平行研究初探 。當代外語研究， 392 (8) ， 6-13 。

本論文獲刊於2012年2月第九期 Language Assessment Quarterly ，主題為English-as-a-Foreign-Language Assessment in Taiwan。本文介紹全民英檢（GEPT）的沿革與測驗內容，並討論該測驗對臺灣英語教育的影響及其未來發展的方向。 Wu, J. (2012). GEPT and English Language Teaching and Testing in Taiwan , Language Assessment Quarterly , 9 (1), 11-25.

Cambridge ESOL發行的第46期 Research Notes ，主題為青年學子英語學習評量與教學。本人與LTTC同仁也在本期刊物上發 劍橋兒童英語認證 （ YLE ）的研究，探討 YLE在臺灣的施測情形以及應用在 臺灣國小英語教學上的現況 ，歡迎閱覽： Wu, J., & Lo, H.Y. (2011). The YLE Tests and Teaching in the Taiwanese Context , Research Notes , 46 , 2-6.

Abstract This dissertation discusses the effect of intra-task variations in association with performance conditions on task difficulty in a semi-direct speaking test, namely, the GEPT-I. The variables identified for investigation are linguistic demand of task input in relation to code complexity; amount of time allowed for performance in relation to communicative demand; type of pre-task planning in relation to communicative demand; and test-takers’ familiarity with the non-verbal propositional content of the task input in relation to cognitive complexity. The dissertation takes a multi-dimensional approach in measuring the effects of the variables in a comparison of data collected from the performances in a controlled task and in an experimental task. The dimensions of the comparison are based on three different sources of data, including task scores, test-takers’ responses to the post-task questionnaires eliciting views of difficulty, and interlanguage measures in the areas ...

更新日期：2013-12-31 Lee,C. & Wu, J. (2016). An Exploratory study on the relationships among student attitude towards the Englishgraduation benchmark policy, learning motivation,test anxiety, and test performance. EnglishTeaching & Learning, 40, 3,(Fall 2016), 61-86. 探究大學英語能力畢業門檻與學習動機、測驗焦慮、測驗表現之關係(THCI Core) Wu,J. (2016). A socio-cognitive approach to assessing speaking and writing: the GEPT experience. JLTA (Japan Language Testing Association) Journal, 19, 3-11. Wu,J. (2014). Investigating Taiwanese Teachers’ Language Testing and Assessment Needs. English Teaching & Learning, 38(1), 1-27. (THCI Core) Cheng, L., Klinger, D., Fox, J.,Doe, C., Jin, Y. and Wu, J. (2014). Motivation and Test Anxiety in Test Performance Across Three Testing Contexts:The CAEL, CET, and GEPT. TESOL Quarterly, 48, 300–330. (SSCI) 吳若蕙(2013)。“全民英檢”高級寫作紙筆與電腦化測驗之平行研究初探。當代外語研究，392(8)，6-13。 Wu, J. (2012). GEPT and English Language Teaching and Testing in Taiwan, Language Assessment Quarterly, ...