Julia C. Zabala Delgado

Julia C. Zabala Delgado
Universitat Politècnica de València | UPV · Language Centre

MA Language Testing Ph D Languages and Technology

About

19
Publications
1,458
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10
Citations
Citations since 2017
13 Research Items
8 Citations
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20172018201920202021202220230.00.51.01.52.02.53.0
20172018201920202021202220230.00.51.01.52.02.53.0
20172018201920202021202220230.00.51.01.52.02.53.0

Publications

Publications (19)
Chapter
The Network of University Language Testers in Europe (NULTE) was established under the umbrella of the European Confederation of Language Centres in Higher Education (CERCLES) in 2018. ACERT and CertAcles examinations are two of the signatory language certification systems of NULTE’s Memorandum of Co-operation, and as such, they abided to co-operat...
Article
Full-text available
Recent years have seen a growth in the use of language tests as measures of accountability within the education sector. In many countries, governmental institutions have promoted the involvement of teachers in language testing, providing training to boost the language assessment literacy (LAL) of teachers. This study aims to analyse the results of...
Article
Verbal interaction has been the subject of a growing interest among language professionals in Europe since the CEFR was published in 2001; in linguistics, verbal interaction has long been studied. In the Bakhtinian approach, it is even considered “the fundamental reality of language”. All types of interaction share the fact that they are dynamicall...
Chapter
Spanish universities within the European Higher Education Area have developed a language accreditation framework. The nature of these examinations and the context of higher education place rater training center stage, but institutions must be aware of this need for scoring validity, to re-allocate already stretched resources. This chapter uses a...
Book
Full-text available
La evaluación de lenguas se ha ganado, desde el inicio de este siglo, un espacio propio como disciplina en el campo de la lingüística aplicada. Por este motivo, el libro quiere ser una guía práctica dirigida a todos aquellos que están involucrados en pruebas de evaluación de la competencia lingüística. En cada uno de sus diez capítulos el lector pu...
Chapter
Quality assurance of language tests has become an important issue within the context of university language centres in Spain. The need to ensure the validity and reliability of standardised proficiency tests has brought about a greater unification and transparency in the testing process and has led to the creation of shared models within institutio...
Chapter
The acquisition of language competence on the part of administrative staff has been identified as a key step in the internationalisation of higher education institutions. Their enabling role in communicating with visiting faculty or students or their participation in the design and implementation of internationalisation programmes identifies them a...
Article
The Association of Language Centres in Higher Education in Spain (ACLES) and the Association of Academic Foreign Language Centres in Poland (SERMO) established the mutual recognition of their English language competence certificates (CertAcles and ACERT examinations) in 2017, on the basis of previously performed analyses of routine pre-exam and exa...
Conference Paper
L’interaction verbale a connu un intérêt grandissant en Europe à partir du moment où le CECR a été publié (2001). L’interaction verbale devenait alors la cinquième compétence langagière à faire acquérir, à côté des traditionnelles compréhension et production écrites et orales. La question de son évaluation a donc émergé de fait et le CECR a proposé...
Conference Paper
This paper introduces a research effort undertaken to further cooperation and recognition amongst two Higher Education certification systems, CLES (Certificat de compétences en langues de l'enseignement supérieur) in France and CertAcles (Model for language certification from the Association of Language Centres in Higher Education) in Spain. Our re...
Article
Full-text available
Establishing the goals and needs of potential candidates is of the utmost importance when designing a Proficiency exam for language certification purposes. Having a clearly defined testing goal will help us better define our construct and thus allow for a solid validity argument. In our case, as a Language Centre within a higher education instituti...
Conference Paper
Full-text available
The reliability of direct testing of writing has been a concern since the 19th century (Edgeworth 1890). Although variability in rating writing is an inextricable part of the process inherent to its subjectivity, random variability can lead to casualization of marker consistency (Barrett, 1999) and have devastating consequences for students. Traini...
Chapter
Full-text available
The Bologna Process has modified the structure of Higher Education for all member states of the European Higher Education Area (EHEA) and has thus introduced new language requirements for all those involved in academic exchanges within the area. Traditionally, the EHEA is identified with the European Union and academic collaboration is deemed easi...
Conference Paper
Language accreditation in Spain has undergone profound changes as a result of the widespread use of the CEFR and the implementation of the Bologna Process and other integrative European programmes. Foreign language requirements are now in effect in higher education and accreditation is highly valued within the labour market as European mobility has...
Conference Paper
Full-text available
The goal of our study was to analyse the effects of the use of computer software for placement testing at the Language Centre of the Universitat Politècnica de València (UPV) Spain. We included the analysis of the opinions of all those involved in the process: students, teachers and administrative personnel. We started our research by analysing the...
Article
Full-text available
The development of a language exam is not a linear process but rather a round cycle in which, by using the test, we obtain information that will in turn be applied to improve each of the steps in the cycle. The goal of our study was to analyse students' beliefs about their performance in the speaking section of a language proficiency exam and compa...
Chapter
Full-text available
The Language Centre of the Universitàt Politècnica de València has been progressively adapting its language levels and course contents to the new educational standards defined in the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001). This chapter describes the advantages of computer-based tests for the developmen...

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Projects

Project (1)
Project
The CEFR Companion Volume (CV) stresses the underlying action-oriented and task-based approach of the CEFR and emphasises the idea of the learner as a social agent. This requires a deeper understanding of the role of the social dimension in language. Experience from workshops across Europe has shown that teachers need guidance and tools to integrate notions like mediation into their work. Furthermore, intercultural activities, plurilinguistic tasks and the integration of transferable skills in our teaching need to be re-considered. Likewise, and based on the idea of constructive alignment, a paradigm shift is also needed in assessment practices. The project will contribute to the implementation of an action-oriented and task-based approach in teaching, learning and assessment and thus make teaching and assessment more relevant to the learner. It will help to stress the importance of mediation tasks, but also of plurilinguistic tasks and intercultural activities and the integration of transferable skills in teaching and assessment. Tasks, activities and scenarios will become more meaningful to the learner – both in teaching and assessment (according to the principles of constructive alignment).