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Critical Evaluation of C1 Advanced English Test Reading Based on Socio-Cognitive Framework

Qianhui Zhu

Abstract


Due to the rising mobility of the population, it is imperative to introduce appropriate tools for assessing non-native speakers’ English-language skills and predict their academic or professional performance in order to obtain further progression. Due to this signifi cance, this paper aims to investigate the construct validity of reading section in the C1 Advanced English Test devised by the Cambridge English Language Assessment. For validation, Weir’s socio-cognitive framework is applied to examine the reading tasks of the 2021 sample paper. The fi nding shows that construct of the reading tasks are valid and scientifi c, thus suitable for organisastions and candidates to use it as a reference of their language profi ciency.

Keywords


CAE Reading;Construct validity;Socio-cognitive framework

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References


[1] Cambridge English (2016) Principles of Good Practice: Research and Innovation in

[2] Language Learning and Assessment. Cambridge: Cambridge English Language Assessment.

[3] Douglas, D. (2000). Assessing languages for specific purposes. Cambridge University Press.

[4] Elliott, M, Lim, G, Galaczi, E and Calver, L. (2012). FCE and CAE Construct Validation Study (Part 2), Cambridge: Cambridge English internal report.

[5] Hughes, A. (2003). Testing for Language Teachers. Cambridge: Cambridge University Press.

[6] Khalifa, H., & Weir, C. J. (2009). Examining Reading: Research and Practice in Assessing Second Language Reading (Studies in Language Testing) (1st ed.). Cambridge University Press.

[7] University of Cambridge Local Examinations Syndicate. (2021). CAE Sample Paper 1. Cambridge: Cambridge English Language Assessment.

[8] Weir, C. (2004). Language testing and validation: An Evidence-Based approach (research and practice in applied linguistics)(2005th ed.). Palgrave Macmillan.

[9] Weir, C., & Bax, S. (2012). Investigating Learners’ Cognitive Processes During a Computer-Based CAE Reading Test. Research Notes, 47, 3–13.

[10] Zeronis,R., & Geranpayeh, A. (2015). Continuity and innovation: Updating FCE and CAE. Research Notes, 62, 3–5.




DOI: http://dx.doi.org/10.18686/ahe.v6i17.5486

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