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English Proficiency Assessments of Primary and Secondary Teachers and Students Participating in EIA (Study 3a)

McCormick, Robert; Eyres, Ian and Burton, Sonia (2012). English Proficiency Assessments of Primary and Secondary Teachers and Students Participating in EIA (Study 3a). English in Action (EIA), Dhaka, Bangladesh.

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Abstract

Background

This study has been designed to test students’ and teachers’ ability to speak in English as they progress through the English in Action (EIA) programme. For this reason, assessments of 543 teachers and 7,239 students were carried out in the initial months of the project’s implementation during February and March 2010, and were repeated with a matched sample of 1,102 students and 317 teachers in March and April 2011. This report compares the main findings of the 2010 study with those of 2011 to examine the change in English language competence of teachers and students since their involvement in EIA. The tests were carried out by Trinity College London and focused upon spoken English, which is the focus of the communicative approach of EIA.

The results show that teachers and students in both primary and secondary schools improved their English language competence over the period of the EIA intervention in schools.

Item Type: Other
Copyright Holders: 2012 English in Action
Extra Information: Please cite as 'English as Action (2012). English Proficiency Assessments of Primary and Secondary Teachers and Students Participating in EIA (Study 3a). Dhaka, Bangladesh: EIA'
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Other Departments > Development Office
Other Departments
Research Group: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Related URLs:
Item ID: 36634
Depositing User: Sonia Burton
Date Deposited: 15 Feb 2013 10:30
Last Modified: 07 Dec 2018 10:13
URI: http://oro.open.ac.uk/id/eprint/36634
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