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<controlfield tag="008">"210120 2021 eng "</controlfield>
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<subfield code="a">Relationship between grammatical and pragmatic competence in EFL of Spanish learners through a computer adaptive test</subfield>
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<subfield code="a">Martín Marchante, Beatriz</subfield>
<subfield code="u"><p>Universitat Politècnica de València</p></subfield>
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<subfield code="a">The work at hand is part of a wider study by Martín-Marchante (2015), the objective of which was to study the way pragmatics assessment is approached in the Oxford Online Placement Test (OOPT) which is, currently, one of the most profusely administered computer adaptive tests (CAT). This paper aims, now, to find out the degree of difficulty of the pragmatic items in the OOPT and how much importance is given to pragmatic competence in this test. Furthermore, we analyze the relationship between grammatical and pragmatic competence in EFL of a group of Spanish un- dergraduate students, who took this test. To this end, a descriptive analysis and a multiple linear regression analysis was carried out. The results showed that the quality of the pragmatic items in the OOPT could be improved. Also, we have found that the pragmatic items were somehow related to the student’s final score but not so much as other items of the test, such as those related to gram- mar and reading comprehension. Additionally, the results indicated that there was no correlation between the grammatical and the pragmatic competence of this group of students.</subfield>
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<subfield code="b">Universitat de València (España)</subfield>
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<subfield code="c">2021-01-20 00:00:00</subfield>
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<subfield code="a">"Peer-reviewed article"</subfield>
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<subfield code="u">https://ojs.uv.es/index.php/realia/article/view/17694</subfield>
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<subfield code="n">Research in Education and Learning Innovation Archives; No 26 (2021)</subfield>
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<subfield code="a">eng</subfield>
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<subfield code="n">https://ojs.uv.es/index.php/realia/article/download/17694/57902</subfield>
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<subfield code="a">Copyright (c) 2021 Beatriz Martín Marchante</subfield>
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