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The GEPT was designed as a skill-based test battery assessing both receptive (listening and reading) and productive (speaking and writing) skills.
The most widely taken test is the GEPT, a locally developed English language test, which is skills based and assesses learners' receptive (reading, listening) and productive (speaking, writing) abilities.
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"We believe that it's more productive to speak to our employees directly, rather than through a third party," she said.
QUESTION FROM BRYAN: Do you think it would be more productive in speaking with skeptics to separate the normative questions of what should be done from the factual and explanatory questions of what's happening and why?
The use of different scoring scales for receptive skills (reading and listening) and productive skills (speaking and writing) imply that at least these two constructs need to be separately posited in the model.
If you're one of the 30% of auditory learners, your learning will be more productive if you speak aloud the information, rather than trying to learn it while other noises are competing for your attention.
Mr. Warsame agreed to continue speaking and provided "productive" information, officials said.
The primary concern was to discover the most productive set of expressions and speaking turns for situational communication.
Alternatively, TEAP examinees' performance may be hypothesized to be explained by distinctive factors of receptive (i.e., reading and listening) and productive (i.e., writing and speaking) skills.
Based on the studies reviewed above, we are interested in examining whether the ability or factor structure of the TEAP test is (a) hierarchically structured, (b) non-hierarchical and closely correlated, or (c) separable into receptive (i.e., reading and listening) and productive (i.e., writing and speaking) components.
In sum, we can hypothesize that the ability or factor structure of the TEAP test is (a) hierarchically structured (based on, e.g., Sawaki 2007; Shin 2005), (b) non-hierarchical and closely correlated (based on, e.g., Bachman and Palmer 1981; Sang et al. 1986), or (c) separable into receptive (i.e., reading and listening) and productive (i.e., writing and speaking) components.
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