Test-task authenticity: The multiple perspectives

Zhengdong GAN

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)


Leung and Lewkowicz remind us that the debate over the past two decades that is most relevant to ELT (English languge teaching) pedagogy and curriculum concerns test-task authenticity. This paper first reviews how the authenticity debate in the literature of second language acquisition, pedagogy and testing has evolved. Drawing on a body of research work on learner task-based language performance in recent years, the paper then discusses the four dimensions of test task that should help us locate and determine the relative degree of authenticity of a test task. It is further argued that these authenticity dimensions interact with each other, and may be variably manifested in a way that apparently involves a complex and dynamic process under different assessment conditions. Copyright © 2012 The editors of Changing English.
Original languageEnglish
Pages (from-to)237-247
JournalChanging English
Issue number2
Publication statusPublished - Jun 2012


Gan, Z. (2012). Test-task authenticity: The multiple perspectives. Changing English, 19(2), 237-247.


  • Authenticity
  • Task
  • L2 assessment


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