<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/54115">
      <dc:title>Reading for a Test: The Effect of High-Stakes Exams on Reading Strategies</dc:title>
      <dc:creator>Stopar, Andrej</dc:creator>
      <dc:creator>Ilc, Gašper</dc:creator>
      <dc:subject>Reading strategies</dc:subject>
      <dc:subject>National examination</dc:subject>
      <dc:subject>Washback effect</dc:subject>
      <dc:subject>EFL reading</dc:subject>
      <dc:subject>Reading tasks</dc:subject>
      <dc:subject>Estrategias de lectura</dc:subject>
      <dc:subject>Examen nacional</dc:subject>
      <dc:subject>Efecto rebote</dc:subject>
      <dc:subject>Lectura en ILE</dc:subject>
      <dc:subject>Tareas de lectura</dc:subject>
      <dc:description>This paper presents a study which investigates the reading strategies employed by Slovenian EFL students whose classroom context is influenced by a high-stakes, curriculum-aligned national examination. The findings show that there are only minor differences between strong and weak students in their use of reading strategies. The results are discussed in light of the washback effect and the development of the reading skill/strategies in the classroom. The discussion suggests that educators should be aware of the limitations of high-stakes examinations, and introduce reading tasks not directly linked to such examinations, in order to minimise their potential negative effect in the classroom.</dc:description>
      <dc:description>Este artículo presenta un estudio sobre las estrategias de lectura de los estudiantes eslovenos de ILE cuyo contexto del aula está influido por el examen nacional de alto impacto, añadido al currículo. Los resultados muestran que hay solo diferencias mínimas entre los estudiantes competentes y los incompetentes en el uso de las estrategias de lectura. Los resultados se discuten a la luz del efecto rebote y el desarrollo de la habilidad/las estrategias de lectura en clase. La discusión propone que los educadores deberían ser conscientes de las limitaciones de los exámenes de alto impacto e introducir tareas de lectura indirectamente relacionadas con tales exámenes para minimizar su potencial efecto negativo.</dc:description>
      <dc:date>2018-12-12T12:03:16Z</dc:date>
      <dc:date>2018-12-12T12:03:16Z</dc:date>
      <dc:date>2017-11</dc:date>
      <dc:type>info:eu-repo/semantics/article</dc:type>
      <dc:identifier>Stopar, Andrej; Ilc, Gašper. Reading for a Test: The Effect of High-Stakes Exams on Reading Strategies. Porta Linguarum, Monográfico II: 103-115 (2017). [http://hdl.handle.net/10481/54115]</dc:identifier>
      <dc:identifier>1697-7467</dc:identifier>
      <dc:identifier>http://hdl.handle.net/10481/54115</dc:identifier>
      <dc:identifier>10.30827/Digibug.54115</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by-nc-nd/3.0/es/</dc:rights>
      <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
      <dc:rights>Atribución-NoComercial-SinDerivadas 3.0 España</dc:rights>
      <dc:publisher>Universidad de Granada</dc:publisher>
   </ow:Publication>
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