Response to Taylor’s reforming assessment is key to successful ER implementation: Expanding on Robb (2022)

dc.contributor.author	Robb, Thomas
dc.date.accessioned	2022-10-21T01:49:31Z
dc.date.available	2022-10-21T01:49:31Z
dc.date.copyright	2022
dc.date.issued	2022-10-15
dc.description.abstract	I completely agree with Taylor (2022) that a proportion of the students’ grades based on participation or effort would surely facilitate the implementation of ER or any other of the four skills. Improvement in actual ability can only occur through meaning-based input and output activities (see Nation, 2007) which are by and large denied students due to the focus on intensive language study.
dc.format	Article
dc.identifier.citation	Robb, T., Response to Taylor’s reforming assessment is key to successful ER implementation: Expanding on Robb (2022). Reading in a Foreign Language, 34(2), 420–421. https://doi.org/10.64152/10125/104135
dc.identifier.doi	https://doi.org/10.64152/10125/104135
dc.identifier.issn	1539-0578
dc.identifier.uri	https://hdl.handle.net/10125/104135
dc.language	eng
dc.publisher	University of Hawaii National Foreign Language Resource Center
dc.publisher	Center for Language & Technology
dc.title	Response to Taylor’s reforming assessment is key to successful ER implementation: Expanding on Robb (2022)
dc.type	Discussion
dcterms.type	Text
local.rfl.topic	Discussion Forum
prism.endingpage	421
prism.number	2
prism.publicationname	Reading in a Foreign Language
prism.startingpage	420
prism.volume	34

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