Journal articles: 'Computerized language test'

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PARISSE, CHRISTOPHE, and EDITH SOUBEYRAND. "Computerized test for oral language perception: TIPLO." Journal of Multilingual Communication Disorders 1, no. 1 (January 2003): 53–61. http://dx.doi.org/10.1080/1476967031000106522.

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Haaf, Robert, Brent Duncan, Elizabeth Skarakis-Doyle, Maria Carew, and Paula Kapitan. "Computer-Based Language Assessment Software." Language, Speech, and Hearing Services in Schools 30, no. 1 (January 1999): 68–74. http://dx.doi.org/10.1044/0161-1461.3001.68.

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Nonstandard presentation and response formats are often employed by speech-language pathologists when clients are unable to perform the pointing response required of many standardized tests. However, any adaptation to test administration potentially compromises the norming standards of that test. The present study investigated the effects of computerized presentation of the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981) Form M, using two computer-based response formats. Seventy-two normally developing children between the ages of 4:0 (years:months) and 8:11 participated in this study. Subjects were randomly assigned to one of three response conditions: (1) standard presentation -direct pointing, (2) computer presentation-trackball, and (3) computer presentation-automated scanning. Statistical analyses revealed that there were no differences in performance across the response conditions, which is consistent with the hypothesis that computerized testforms are equivalent to standard forms. Age was strongly related to increased accuracy regardless of condition. Thus, the adapted response formats of the computerized version constitute statistically equivalent forms of the PPVT-R and can be used with the published norms for this test.

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van den Noort, Maurits, Peggy Bosch, Marco Haverkort, and Kenneth Hugdahl. "A Standard Computerized Version of the Reading Span Test in Different Languages." European Journal of Psychological Assessment 24, no. 1 (January 2008): 35–42. http://dx.doi.org/10.1027/1015-5759.24.1.35.

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The Reading Span Test (RST) is a verbal working-memory test. The original RST ( Daneman & Carpenter, 1980 ), and derivatives of it, are being used increasingly as assessments of central executive functioning and for research on aging-associated cognitive decline ( Whitney, Arnett, Driver, & Budd, 2001 ). Several versions have been made in order to further improve the test or to develop a version in a different language. However, all versions changed different things, making direct comparisons of the results with the RST between different research groups and across different languages impossible. This paper presents the results of testing a new standard computerized version of the RST in four languages (Dutch, English, German, and Norwegian). The new RST meets strict methodological criteria that are the same for all four language versions. A plausibility test, an abstract-concrete rating scale, and a pilot-study were conducted on native speakers to test the new RST. In addition, the internal and external reliability and the ecological validity of the new RST were tested. The results showed that the new RST is a suitable test to investigate verbal working memory. Finally, an important advantage of the new RST is that the different language versions make cross-linguistic comparisons of RST results possible.

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May, Jon, Katherine J. Alcock, Louise Robinson, and Christina Mwita. "A computerized test of speed of language comprehension unconfounded by literacy." Applied Cognitive Psychology 15, no. 4 (2001): 433–43. http://dx.doi.org/10.1002/acp.715.

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Chalhoub–Deville, Micheline, and Craig Deville. "COMPUTER ADAPTIVE TESTING IN SECOND LANGUAGE CONTEXTS." Annual Review of Applied Linguistics 19 (January 1999): 273–99. http://dx.doi.org/10.1017/s0267190599190147.

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The widespread accessibility to large, networked computer labs at educational sites and commercial testing centers, coupled with fast-paced advances in both computer technology and measurement theory, along with the availability of off-the-shelf software for test delivery, all help to make the computerized assessment of individuals more efficient and accurate than assessment using traditional paper-and-pencil (P&P) tests. Computer adaptive testing (CAT) is a form of computerized assessment that has achieved a strong foothold in licensure and certification testing and is finding greater application in many other areas as well, including education. A CAT differs from a straightforward, linear test in that an item(s) is selected for each test taker based on his/her performance on previous items. As such, assessment is tailored online to accommodate the test taker's estimated ability and confront the examinee with items that best measure that ability.

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Cúri, Mariana, and Vanessa Silva. "Academic English Proficiency Assessment Using a Computerized Adaptive Test." TEMA - Tendências em Matemática Aplicada e Computacional 20, no. 2 (July 29, 2019): 381. http://dx.doi.org/10.5540/tema.2019.020.02.381.

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This paper describes the steps to convert a paper-and-pencil English proficiency test for academic purposes, consisting of multiple choice items administered following the Admissible Probability Measurement Procedure [24], adopted by the graduate program at the Institute of Mathematics and Computer Sciences at the University of São Paulo (ICMC-USP), Brazil, to a computerized adaptive test (CAT) based on an Item Response Theory Model (IRT). Despite the fact that the program accepts various internationally recognized tests that attest non-native speakers English proficiency, such as the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) and the Cambridge English: Proficiency (CPE), for instance, its requirement is incoherent in public universities in Brazil due to the cost, which ranges from US$ 200.00 to US$ 300.00 per exam. The TAI-PI software (Computerized Adaptive Test for English Proficiency), which was developed in Java language and SQLite, started to be used to assess the English pro?ciency of students on the program from October, 2013. The statistical methodology used was defined considering the history and aims of the test and adopted Samejima's Graded Response Model [21], the Kullback-Leibler information criterion for item selection, the a posteriori estimation method for latent trait [2] and the Shadow Test approach [29] to impose restrictions (content and test length) on the test composition of each individual. A description of the test design, the statistical methods used, and the results of a real application of TAI-PI for graduate students are presented in this paper, as well as the validation studies of the new methodology for pass or fail classification, showing the good quality of the new evaluation system and examination of improvement using the IRT and CAT methods.

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Eberwein, Cynthia A., Sheila R. Pratt, Malcolm R. McNeil, Tepanta R. D. Fossett, Neil J. Szuminsky, and Patrick J. Doyle. "Auditory Performance Characteristics of the Computerized Revised Token Test (CRTT)." Journal of Speech, Language, and Hearing Research 50, no. 4 (August 2007): 865–77. http://dx.doi.org/10.1044/1092-4388(2007/061).

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PEREGUDOVA, I. P., P. P. DYACHUK, I. V. SHADRIN, and S. A. VIDENIN. "COMPUTERIZED DYNAMIC ASSESSMENT OF STUDENTS’ APTITUDE FOR ENGLISH LANGUAGE TENSES." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 55, no. 1 (March 30, 2021): 46–57. http://dx.doi.org/10.25146/1995-0861-2021-55-1-258.

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Statement of the problem. Computerized dynamic assessment of aptitude for learning foreign languages is insufficiently represented in educational practice. The paper reveals new possibilities of using information technologies for solving a topical issue of diagnosing aptitude for learning a foreign language as an integral dynamic indicator for monitoring the quality of foreign language teaching. The instrumental basis for the computerized dynamic assessment of learning criteria is the dynamic computerized test simulators (DCTS) of educational activity. The purpose of the article is to study the potential of dynamic computer test simulators “English Language Tenses” as an instrument of dynamic assessment of students’ aptitude for learning the English language verbal tenses. Research methodology includes analysis of studies by Russian and international scientists on computerization of dynamic assessment of English language learning. The methods used in the computerization of dynamic learning assessment are based on the theory of development by J. Piaget, reinforcement learning, activity and environment approaches to the analysis of procedural characteristics of learning activities. Research results. We developed instrumental tools for diagnostics of learning aptitude – DCTS “English Language Tenses”. Experimentally, two groups of subjects were chosen so that they differed from each other in the dynamics of procedural characteristics of educational activity: the first group was characterized by a monotonous decrease in the number of errors with an increase in the number of the task being performed; the second group was characterized by a non-monotonous decrease in the number of errors, disturbed by an abrupt increase in the number of errors. The subjects of the first student group, as a rule, have a greater learning potential or learning aptitude, in comparison with the subjects of the second group. Approbation was carried out and recommendations were given for the use of the DCTS “English Language Tenses” for monitoring the process of teaching English. Conclusions. Analyzing the results of experimental testing of the DCTS “English Language Tenses” in the dynamic assessment of English learning, the authors come to the conclusion that it is advisable to use the procedural characteristics of learning activities: labor intensity, temporal pace, frequency of errors and reinforcement of learning activities as indicators for monitoring English language learning. The considered approach to the diagnostics of students’ aptitude for learning the tenses of the English language provides information about features of developing cognitive functions in students.

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Linlin, Cao. "Comparison of Automatic and Expert Teachers’ Rating of Computerized English Listening-Speaking Test." English Language Teaching 13, no. 1 (December 4, 2019): 18. http://dx.doi.org/10.5539/elt.v13n1p18.

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Through Many-Facet Rasch analysis, this study explores the rating differences between 1 computer automatic rater and 5 expert teacher raters on scoring 119 students in a computerized English listening-speaking test. Results indicate that both automatic and the teacher raters demonstrate good inter-rater reliability, though the automatic rater indicates less intra-rater reliability than college teacher and high school teacher raters under the stringent infit limits. There’s no central tendency and random effect for both automatic and human raters. This research provides evidence for the automatic rating reform of the computerized English listening-speaking test (CELST) in Guangdong NMET and encourages the application of MFRM in actual score monitoring.

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van den Branden, Kris, Veerle Depauw, and Sara Gysen. "A computerized task-based test of second language Dutch for vocational training purposes." Language Testing 19, no. 4 (October 2002): 438–52. http://dx.doi.org/10.1191/0265532202lt239oa.

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Fan, Jason Jinsong. "Book Review: Design and Validation of a Computerized Adaptive EFL Test." Language Testing 36, no. 1 (February 12, 2018): 151–53. http://dx.doi.org/10.1177/0265532218755448.

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Noskov, M. V., I. P. Peregudova, P. P. Dyachuk, and O. I. Denisenko. "Dynamic adaptive audio training tests as a means of monitoring bilingual education." Informatics and education, no. 10 (December 22, 2019): 46–54. http://dx.doi.org/10.32517/0234-0453-2019-34-10-46-54.

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The article discusses the conditions for the use of computerized dynamic adaptive tests to provide developing training and monitoring in the field of foreign language education. Dynamic adaptive test simulators used as a tool for personalizing and monitoring foreign language education are still insufficiently represented in the educational practice of the Russian Federation. The authors of the article offer recommendations on the use of dynamic adaptive audio test simulators for monitoring foreign language education. As indicators of monitoring, the parameters characterizing the learning ability of students are considered: feedback coefficient; the complexity and time pace of learning activities of students of a foreign language.The purpose of the article is to present authors’ recommendations on the implementation of dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education, providing for monitoring the quality of bilingual education based on the integration of individualized learning and dynamic adaptive testing of educational activities.The research methodology is an analysis of the use of existing dynamic adaptive test simulators in the field of foreign language education; studying the results of interdisciplinary studies of domestic and foreign scientists on the creation and use of dynamic adaptive tests for the learning process as a whole and the creation of dynamic adaptive tests for foreign education in particular; analysis and generalization of the author’s experience of using dynamic adaptive audio tests simulators as a tool for monitoring educational activities in the field of foreign language education.Results of the reseach are: authors developed computerized dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education; indicators of monitoring the learning process in the field of foreign language education are identified, including the total feedback coefficient, actiograms, time pace and laboriousness; testing was carried out and recommendations were given for the use of dynamic adaptive audio test simulators for monitoring educational activities in the field of foreign language education.Analyzing the results of testing dynamic adaptive audio test simulators in a foreign language, the authors conclude that their use in practice implements personalized dynamic monitoring of the process of teaching foreign languages, thereby improving the quality of teaching foreign languages. Dynamic adaptive audio test simulators can provide monitoring of the dynamics of the process of teaching native and foreign languages.

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Zou, Xiao Wei, Xiao Li Wang, and Yan Wang. "Analysis of Reliability and Validity in Computer Assisted English Teaching Test." Advanced Materials Research 989-994 (July 2014): 5029–32. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5029.

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With the rapid development of computer technology, the computer has rapidly entered our daily life. People begin to use the computer for scientific research, production, entertainment, and information consulting and other activities widely, which brings about the Computer Aided Designing, Computer Aided Manufacturing, Computer Aided Instruction in order to improve the efficiency and quality of life. Using computer technology in language testing has become the trend of language testing both at home and abroad. Communicative language teaching becomes the guiding ideology and theoretical basis of modern language testing. The reliability and validity in computerized language assessments have become the two important criteria of evaluation of test quality. Computer Assisted English test with its unique advantages has opened up a new heaven and earth for English test.

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Jacobs, Ellen L. "The Effects of Adding Dynamic Assessment Components to a Computerized Preschool Language Screening Test." Communication Disorders Quarterly 22, no. 4 (September 2001): 217–26. http://dx.doi.org/10.1177/152574010102200407.

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Sahlén,, Birgitta, Karl Radeborg, Christina Reuterskiöld Wagner, Carolin Friberg, and Lina Rydahl. "A preliminary version of a computerized naming test for preschool children with language impairment." Logopedics Phoniatrics Vocology 25, no. 3 (January 2000): 115–21. http://dx.doi.org/10.1080/14015430050175842.

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Malabonga, Valerie, Dorry M. Kenyon, and Helen Carpenter. "Self-assessment, preparation and response time on a computerized oral proficiency test." Language Testing 22, no. 1 (January 2005): 59–92. http://dx.doi.org/10.1191/0265532205lt297oa.

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Reshadi-Gajan, Elnaz, Nader Assadi, and Hanieh Davatgari Asl. "Reading-Metacognitive Strategy Awareness and Use in Reciprocal Teaching Settings: Implementing a Computerized RMSA System." Journal of Educational Computing Research 58, no. 7 (July 7, 2020): 1342–71. http://dx.doi.org/10.1177/0735633120937437.

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The present experiment was composed of both qualitative and quantitative methods and aimed at investigating Reading Metacognitive Strategy Awareness (RMSA) and use by the aid of three inventory techniques including a questionnaire, a think-aloud protocol, and a Computerized RMSA System. The computerized system was specifically designed and validated to satisfy the needs of this study in measuring and practicing Reading Metacognitive Strategies. It also tried to explore any possible effects of Computerized RMSA System on reading comprehension of the participants. To this end, a sample of 25 university students majoring in English Translation and English Literature from a University in Iran were selected based on purposive and clustered sampling. The research data were selected using a number of instruments including the reading section of Test of English as a Foreign Language as pre/posttest, a researcher-made Reading Metacognitive Strategies questionnaire, think-aloud protocol and a Computerized RMSA System. The research findings show that the questionnaire, think-aloud and Computerized RMSA System results vary significantly. Moreover, Computerized RMSA System has a positive effect on reading comprehension of learners of English as a Foreign Language. Pedagogical implications of the findings are discussed.

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Setter, Jane, Vesna Stojanovik, and Pastora Martínez-Castilla. "Evaluating the intonation of non-native speakers of English using a computerized test battery." International Journal of Applied Linguistics 20, no. 3 (November 2010): 368–85. http://dx.doi.org/10.1111/j.1473-4192.2010.00253.x.

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Lee, Shinhye, and Paula Winke. "Young learners’ response processes when taking computerized tasks for speaking assessment." Language Testing 35, no. 2 (May 3, 2017): 239–69. http://dx.doi.org/10.1177/0265532217704009.

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We investigated how young language learners process their responses on and perceive a computer-mediated, timed speaking test. Twenty 8-, 9-, and 10-year-old non-native English-speaking children (NNSs) and eight same-aged, native English-speaking children (NSs) completed seven computerized sample TOEFL® Primary™ speaking test tasks. We investigated the children’s attentional foci on different test components (e.g., prompts, pictures, and a countdown timer) by means of their eye movements. We associated the children’s eye-movement indices (visit counts and fixation durations) with spoken performance. The children provided qualitative data (interviews; picture-drawings) on their test experiences as well. Results indicated a clear contrast between NNSs and NSs in terms of speech production (large score differences) as expected. More interestingly, the groups’ eye-movement patterns differed. NNSs tended to fixate longer on and looked more frequently at the countdown timer than their NS peers, who were more likely to look at content features, that is, onscreen pictures meant to help with building up speech. Specifically, the NNSs’ fixations on timers were likely to co-occur with hesitation phenomena (e.g., hemming; pausing; silence). We discuss (a) the potential effects of test-specific features on children’s performance and (b) child-appropriate test accommodations and practices.

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Khoshsima, Hooshang, Monirosadat Hosseini, and Seyyed Morteza Hashemi Toroujeni. "Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners." English Language Teaching 10, no. 2 (January 4, 2017): 23. http://dx.doi.org/10.5539/elt.v10n2p23.

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Advent of technology has caused growing interest in using computers to convert conventional paper and pencil-based testing (Henceforth PPT) into Computer-based testing (Henceforth CBT) in the field of education during last decades. This constant promulgation of computers to reshape the conventional tests into computerized format permeated the language assessment field in recent years. But, enjoying advantages of computers in language assessment raise the concerns of the effects that computerized mode of testing may have on CBT performance. Thus, this study investigated the score comparability of Vocabulary in Use test taken by 30 Iranian undergraduate students studying at a state university located in Chabahar region of Iran (CMU) to see whether scores from two administrations of testing mode were different. Therefore, two similar tests were administered to the male and female participants on two testing mode occasions with four weeks interval. Employing One-Way ANOVA statistical test to compare the mean scores and Pearson Correlation test to find the relationship between mode preference and performance revealed that two sets of scores were not different and gender difference was not also considered a variable that might affect performance on CBT. Based on the results, computerized version of the test can be considered a favorable alternative for the state undergraduate students in Iran.

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Piper, Brian, Shane T. Mueller, Sara Talebzadeh, and Min Jung Ki. "Evaluation of the validity of the Psychology Experiment Building Language tests of vigilance, auditory memory, and decision making." PeerJ 4 (March 15, 2016): e1772. http://dx.doi.org/10.7717/peerj.1772.

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Background.The Psychology Experimental Building Language (PEBL) test battery (http://pebl.sourceforge.net/) is a popular application for neurobehavioral investigations. This study evaluated the correspondence between the PEBL and the non-PEBL versions of four executive function tests.Methods.In one cohort, young-adults (N= 44) completed both the Conner’s Continuous Performance Test (CCPT) and the PEBL CPT (PCPT) with the order counter-balanced. In a second cohort, participants (N= 47) completed a non-computerized (Wechsler) and a computerized (PEBL) Digit Span (WDS orPDS) both Forward and Backward. Participants also completed the Psychological Assessment Resources or the PEBL versions of the Iowa Gambling Task (PARIGT orPEBLIGT).Results. The between-test correlations were moderately high (reaction timer= 0.78, omission errorsr= 0.65, commission errorsr= 0.66) on the CPT. DS Forward was significantly greater than DS Backward on theWDS (p< .0005) and thePDS (p< .0005). The totalWDS score was moderately correlated with thePDS (r= 0.56). ThePARIGT and thePEBLIGTs showed a very similar pattern for response times across blocks, development of preference for Advantageous over Disadvantageous Decks, and Deck selections. However, the amount of money earned (score–loan) was significantly higher in thePEBLIGT during the last Block.Conclusions. These findings are broadly supportive of the criterion validity of the PEBL measures of sustained attention, short-term memory, and decision making. Select differences between workalike versions of the same test highlight how detailed aspects of implementation may have more important consequences for computerized testing than has been previously acknowledged.

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Al-Adwan, Lina Talal. "The Effect of Computerized Educational Software on the Achievement of the Third Grade Students in Learning Arabic in Jordan." Modern Applied Science 13, no. 10 (September 27, 2019): 126. http://dx.doi.org/10.5539/mas.v13n10p126.

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This study aimed to reveal the impact of computerized educational software on the achievement of third grade students in learning Arabic language in Jordan. To achieve the objective of this study, the researcher built a computerized educational software, and an achievement test that measures reading and writing skills of third grade students. The validity and reliability of the study tools have been verified. The study members consisted of (50) male and female students of the third grade students in the first semester 2018/2019, were distributed into two groups, one of which is an experimental group of (25) male and the other officer is composed of (25) male and female students. He divided the sample into two groups: a control officer studied in the usual way, and an experimental study using computerized educational software. The results showed that there were statistically significant differences at the level of significance (α = 0.05) in the achievement of the third grade students in the Arabic language (reading and writing) in favor of teaching method using computerized educational software. The study recommended: generalizing the experience of the use of computerized educational software that was applied to the students of Arabic language on different subjects, taking advantage of the positive impact of the use of computerized educational software in the achievement of students, conducting new studies with different designs and measurement tools to examine the impact of the use of computerized educational software in materials. A variety of different levels of study.

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French, Christopher C., and J. Graham Beaumont. "The differential aptitude test (language usage and spelling): A clinical study of a computerized form." Current Psychology 10, no. 1-2 (March 1991): 31–48. http://dx.doi.org/10.1007/bf02686779.

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Assef, Ellen Carolina dos Santos, Alessandra Gotuzo Seabra Capovilla, and Fernando Cesar Capovilla. "Computerized Stroop Test to Assess Selective Attention in Children with Attention Deficit Hyperactivity Disorder." Spanish Journal of Psychology 10, no. 1 (May 2007): 33–40. http://dx.doi.org/10.1017/s1138741600006296.

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Research shows abnormal function of the pre-frontal cortex in Attention Deficit Hyperactivity Disorder (ADHD). This cortex is involved in the control of executive functions related to planning and execution of goal-oriented strategies, working memory, inhibitions, cognitive flexibility, and selective attention. Selective attention involves focus on the target stimulus, ignoring competing distractions. The Stroop Test (Stroop, 1935) is usually used to evaluate selective attention. This study investigated whether children with ADHD could exhibit modified performance in the Stroop Test. Using a computerized version of this test (Capovilla, Montiel, Macedo, & Charin, 2005), the study compared the reaction times (RTs) of 62 Brazilian children, between 8 and 12 years of age, 31 of whom were diagnosed with ADHD and sent to psychiatric clinics, and 31 without ADHD studying in regular schools. All children with ADHD satisfied the criteria of the DSM-IV-TR and were evaluated with the Conners Abbreviated Questionnaire (Goyette, Conners, & Ulrich, 1978), completed by parents and teachers. The results revealed that children with ADHD exhibit greater interference in RT than children without ADHD. This corroborated the hypothesis that children with ADHD exhibit a deficit in selective attention, consisting in augmented RTs, as measured by the Computerized Stroop Test.

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LOUCKY, JOHN PAUL. "Improving access to target vocabulary using computerized bilingual dictionaries." ReCALL 14, no. 2 (November 2002): 295–314. http://dx.doi.org/10.1017/s0958344002000721.

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This study aims to compare various computerized bilingual dictionaries (henceforth CBDs) for their relative effectiveness in helping Japanese college students at several language proficiency levels to access new English target vocabulary. Its rationale was based on several observations and research claims (see Atkins & Knowles, 1990; Bejoint & Moulin, 1987; Laufer & Hadar, 1997) that bilingual and bilingualized dictionaries in general, as well as electronic dictionaries in particular appear to be much more rapid and effective than monolingual book dictionaries for the acquisition of new L2 vocabulary by language learners. The author has been testing and analyzing various CBDs in four major categories for the past two years. These include (i) portable electronic dictionaries (PEDs); (ii) software CBDs; (iii) online dictionary websites; and (iv) optical character recognition/translation (OCR/OCT) devices, both portable handheld ’Reading Pens‘ (e.g. Quickionary/Quicklink) and also flatbed OCR scanners (Logo Vista) bundled with translation programs. His research started over ten years ago, however, culminating in a dissertation entitled ‘Developing and testing vocabulary training methods and materials for Japanese college students studying English as a foreign language’ (Loucky, 1996; or summary thereof, Loucky, 1997). This dissertation studied the pre- and post-test vocabulary, comprehension, listening and total reading levels of over 1,000 Japanese college students at six institutions. Since then the author has devised a simple yet practical Vocabulary Knowledge Scale (VKS), helping to more clearly define and test the differences between passive or receptive understanding vocabulary and active or productive use vocabulary. Computerized technology has now made possible multimedia programming with the benefits of interactive processing and immediate feedback. Modern CAI/CAELL along with well-made CBDs, either online or off, can already be found to scan, pronounce and translate for us in any direction of the four language skills. This study examined Japanese college students’ use of four kinds of CBDs for more rapid accessing and archiving of new L2 terms, recommending integration of their use into a more systematic taxonomy of vocabulary learning strategies.

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Plattner, Ilse Elisabeth, Lingani Mbakile-Mahlanza, Shathani Marobela, Tumelo Juliet Faith Kgolo, Makhetha Motheo Bakang Monyane-Pheko, Viral Patel, and Anthony Feinstein. "Developing a Computerized Brief Cognitive Screening Battery for Botswana: A Feasibility Study." Archives of Clinical Neuropsychology 34, no. 5 (August 28, 2018): 682–89. http://dx.doi.org/10.1093/arclin/acy071.

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Abstract Objective To determine the feasibility of using a brief computerized battery for assessing cognition in citizens of Botswana. Method A group of 134 healthy subjects were administered a brief computerized battery of tests (Stroop, Symbol Digit Modalities Test (c-SDMT), and 2 and 4 second versions of the Paced Visual Serial Addition Test (PVSAT)). Half the subjects were tested in English and the other half in Setswana. Results All subjects completed the 20 min battery. Participants administered the tests in English had more years of education (p < .001) and were more likely to be male (p = .024) than those administered the tests in Setswana. There were no significant cognitive differences between the English and Setswana groups. Predictors of cognition were education (c-SDMT, PVSAT 4 and 2 second versions), age (Stroop, c-SDMT), and sex (c-SDMT), with females performing better than males on the latter. Language was not associated with performance on any of the cognitive tests and there were no significant interactions between language and any of the demographic predictors of cognition. Conclusions The results demonstrate that our brief computerized approach is feasible with similar findings obtained for both language groups. Two further phases to the development of the Botswana version of the brief computerized battery can now proceed. The first is to obtain normative data from a larger sample representative of Botswana society in general. The second will be to validate the cognitive measures in a sample of people with acquired brain injury using the normative data to determine thresholds for impairment.

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Mizumoto, Atsushi, Yosuke Sasao, and Stuart A. Webb. "Developing and evaluating a computerized adaptive testing version of the Word Part Levels Test." Language Testing 36, no. 1 (August 28, 2017): 101–23. http://dx.doi.org/10.1177/0265532217725776.

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The knowledge about affix plays a vital role in the development of word knowledge and vocabulary acquisition. A test for diagnostic information on the level of affix knowledge would be useful in order to inform the test users of what learners have gained or lacked in this integral component of vocabulary knowledge. This paper reports the development and evaluation of a computerized adaptive testing (CAT) version of the Word Part Levels Test (WPLT), created by Sasao and Webb (2017). The CAT-WPLT was developed to maximize further the effectiveness of the WPLT as a diagnostic test. It was administered to 760 Japanese university EFL (English as a foreign language) learners. The evaluation was based on the comparison of measurement accuracy with the fixed-item version of the WPLT. The results show that the CAT-WPLT can provide test users with diagnostic information on test-taker’s strengths and weaknesses in affix knowledge with smaller number of items and with the same or greater precision than the previous versions of the WPLT. Pedagogical implications for using the CAT-WPLT are discussed along with issues in utilizing computer adaptivity.

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Alonazi, Zaha. "Examining validity in computerized dynamic assessment." ExELL 5, no. 1 (October 1, 2017): 55–70. http://dx.doi.org/10.2478/exell-2018-0004.

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Abstract Computerized dynamic assessment (CDA) posits itself as a new type of assessment that includes mediation in the assessment process. Proponents of dynamic assessment (DA) in general and CDA in particular argue that the goals of DA are in congruence with the concept of validity that underscores the social consequences of test use and the integration of learning and assessment (Sternberg & Grigorenko, 2002; Poehner, 2008; Shabani, 2012;). However, empirical research on CDA falls short in supporting such an argument. Empirical studies on CDA are riddled with ill-defined constructs and insufficient supporting evidence in regard to the aspects of validity postulated by Messick (1989, 1990, 1996). Due to the scarcity of research on CDA, this paper explores the potentials and the viability of this intervention-based assessment in computer assisted language testing context in light of its conformity with Messick’s unitary view of validity. The paper begins with a discussion of the theoretical foundations and models of DA. It then proceeds to discuss the differences between DA and non-dynamic assessment (NDA) measures before critically appraising the empirical studies on CDA. The critical review of the findings in CDA literature aims at shedding light on some drawbacks in the design of CDA research and the compatibility of the concept of construct validity in CDA with Messick’s (1989) unitary concept of validity. The review of CDA concludes with some recommendations for rectifying gaps to establish CDA in a more prominent position in computerized language testing.

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Washburn, David A., and Duane M. Rumbaugh. "Testing primates with joystick-based automated apparatus: Lessons from the Language Research Center’s Computerized Test System." Behavior Research Methods, Instruments, & Computers 24, no. 2 (June 1992): 157–64. http://dx.doi.org/10.3758/bf03203490.

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Van Moere, Alistair, Masanori Suzuki, Ryan Downey, and Jian Cheng. "Implementing ICAO language proficiency requirements in the Versant Aviation English Test." Australian Review of Applied Linguistics 32, no. 3 (January 1, 2009): 27.1–27.17. http://dx.doi.org/10.2104/aral0927.

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This paper discusses the development of an assessment to satisfy the International Civil Aviation Organization (ICAO) Language Proficiency Requirements. The Versant Aviation English Test utilizes speech recognition technology and a computerized testing platform, such that test administration and scoring are fully automated. Developed in collaboration with the U.S. Federal Aviation Administration, this 25-minute test is delivered via a telephone or computer. Two issues of interest are discussed. The first concerns the practicalities of assessing candidates in each of six separate dimensions of spoken proficiency: Pronunciation, Structure, Vocabulary, Fluency, Comprehension, and Interactions. Although an automated scoring system can objectively segregate these skills, we question whether human raters have the capacity to do this in oral interviews. The second issue discussed is how an automated test can provide a valid assessment of spoken interactions. Tasks were designed to simulate the information exchange between pilots and controllers on which candidates’ proficiency in ‘Interactions’ could be measured, for example, by eliciting functions such as correcting miscommunications and providing clarification. It is argued that candidate ability can be probed and estimated in a fair and standardized way by presenting a series of independent items which are targeted in difficulty at the various ICAO levels.

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Van Moere, Alistair, Masanori Suzuki, Ryan Downey, and Jian Cheng. "Implementing ICAO language proficiency requirements in the Versant Aviation English test." Australian Review of Applied Linguistics 32, no. 3 (2009): 27.1–27.17. http://dx.doi.org/10.1075/aral.32.3.07van.

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This paper discusses the development of an assessment to satisfy the International Civil Aviation Organization (ICAO) Language Proficiency Requirements. The Versant Aviation English Test utilizes speech recognition technology and a computerized testing platform, such that test administration and scoring are fully automated. Developed in collaboration with the U.S. Federal Aviation Administration, this 25-minute test is delivered via a telephone or computer. Two issues of interest are discussed. The first concerns the practicalities of assessing candidates in each of six separate dimensions of spoken proficiency: Pronunciation, Structure, Vocabulary, Fluency, Comprehension, and Interactions. Although an automated scoring system can objectively segregate these skills, we question whether human raters have the capacity to do this in oral interviews. The second issue discussed is how an automated test can provide a valid assessment of spoken interactions. Tasks were designed to simulate the information exchange between pilots and controllers on which candidates’ proficiency in ‘Interactions’ could be measured, for example, by eliciting functions such as correcting miscommunications and providing clarification. It is argued that candidate ability can be probed and estimated in a fair and standardized way by presenting a series of independent items which are targeted in difficulty at the various ICAO levels.

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Felício, Cláudia Maria de, Gislaine Aparecida Folha, Alice Stahl Gaido, Márcio de Mendonça Mancine Dantas, and Paulo Mazzoncini de Azevedo-Marques. "Computerized protocol of orofacial myofunctional evaluation with scores: usability and validity." CoDAS 26, no. 4 (July 2014): 322–27. http://dx.doi.org/10.1590/2317-1782/201420140021.

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PURPOSE: To test the usability of Computerized Orofacial Myofunctional Evaluation (OMES) protocol and analyze its validity.METHODS: The study was divided into three stages: the first stage, production of the computerized version of OMES. The second stage was the validation of the user's interface, in which 100 OMES protocols of a database, filled in printed version, were transferred using the computerized instrument. Necessary changes to the system have occurred at this stage. In the third stage, usability of the OMES protocol in multimedia version, three evaluators transferred data from other 25 printed protocols from database for the computerized version, and the time to transfer the data of each protocol was computed and compared between examiners by one-way ANOVA. Moreover, these evaluators analyzed the usability of computerized protocol according to the "Ten principles of Heuristics usability" as described in the literature.RESULTS: The computerized protocol satisfied the principles of heuristics usability, according to the evaluation of the three Speech-Language Pathology evaluators, and the average time spent by the evaluators to transpose the data of each protocol to the software ranged from 3.1±0.75 to 3.83±0.91 minutes.CONCLUSION: The Computerized AMIOFE protocol is valid and had its usability/functionality confirmed.

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Farrall, Jane L. S., and Carl L. Parsons. "A Comparison of a Traditional Test Format vs a Computerized Administration of the Carrow-Woolfolk Test for Auditory Comprehension of Language." Australian Journal of Human Communication Disorders 20, no. 1 (June 1992): 33–48. http://dx.doi.org/10.3109/asl2.1992.20.issue-1.03.

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Schendel, Krista, Nina F. Dronkers, and And U. Turken. "Not Just Language: Persisting Lateralized Visuospatial Impairment after Left Hemisphere Stroke." Journal of the International Neuropsychological Society 22, no. 7 (June 22, 2016): 695–704. http://dx.doi.org/10.1017/s1355617716000515.

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AbstractObjectives: Imbalances in spatial attention are most often associated with right hemisphere brain injury. This report assessed 25 chronic left hemisphere stroke patients for attentional bias. Methods: Participants were evaluated with a computerized visual search task and a standardized neuropsychological assessment known as the Behavioral Inattention Test (BITC). Twenty age-matched controls were also tested. Results: Although little to no attentional impairment was observed on the BITC, the computerized visual search task revealed statistically significant contralesional attentional impairment in the left hemisphere stroke group. Specifically, these participants required 208 ms more viewing time, on average, to reliably detect visual targets on the right side of the display compared to detection on the left side, while controls showed a difference of only 8 ms between the two sides. Conclusions: The observation of significant leftward visuospatial bias in this chronic stroke group provides further evidence that the left hemisphere also plays a role in the balance of visual attention across space. These results have implications for left hemisphere patients who are often not screened for visuospatial problems, as well as for theories of visual attention which have primarily emphasized the role of the right hemisphere. (JINS, 2016, 22, 695–704)

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Merrick, Paul l., David l. Secker, Renee Fright, and Pamela Melding. "The ECO computerized cognitive battery: collection of normative data using elderly New Zealanders." International Psychogeriatrics 16, no. 1 (March 2004): 93–105. http://dx.doi.org/10.1017/s1041610204000110.

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Background: Computerized testing in the elderly has multiple advantages, including increased time-efficiency, a wider range of stimulus options and response forms, and increased psychometric reliability. The French-language ECO (Examen Cognitif par Ordinateur, Ritchie et al., 1993) computerized cognitive battery is investigated in this study.Objective: The purpose of the study was to yield normative data for an English-language version of the ECO, test the effects of age and education on test scores, to observe individual subtest sensitivity to cognitive impairment, and to examine participants' receptivity to this form of testing.Method: A sample of 129 community-dwelling elderly with normal cognitive functioning and 56 cognitively impaired older adults living in both independent and supported accommodation were tested using the ECO at either their own residence or an outpatient facility.Results: Standardized scores for three different age bands are given for both impaired and non-impaired groups. Age and education effects varied between subtests. A discriminant analysis of subtest-sensitivity to group prediction is reported using a stepwise regression model.Conclusion: The English version of the ECO appears to be a sensitive and practical cognitive battery that is highly acceptable to older people.

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Ali Sodik, Muhammad, Nurwijayanti, Khoirul Ngibad, Gaung Perwira Yustika, and Uswatun Khasanah. "THE EFFECTIVENESS OF PLAY THERAPY IN INCREASING THE STUDENTS' SPEECH ABILITY OF PRESCHOOL CHILDREN AT KINDERGARTEN DARUL MUTA’ALLIMIN NGANJUK INDONESIA." Humanities & Social Sciences Reviews 8, no. 1 (February 5, 2020): 517–21. http://dx.doi.org/10.18510/hssr.2020.8163.

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Purpose of the study: The objective of the study to determine the effect of Play Therapy on the Development of Language and Speech Preschool Children In kindergarten DarulMuta’alliminNganjuk Indonesia. Research carried out by observation in kindergarten DarulMuta’alliminNganjuk. Methodology: Design this study used an experimental research design using pre-test – Post-test control group design. Sampling was done by purposive sampling with a sample of 12 people. Analysis data is performed using a t-test is computerized. Main Findings: The results showed an average of speech and language development of preschool children before therapy is given play is 7.58 (dubious) and after therapy is given play is 9.04 (normal). Results of testing the hypothesis by using the nonparametric Wilcoxon Signed Ranks Test earned an average difference of language and speech development of preschool children with play therapy with a value of p = 0.002 (<0.005). Applications of this study: Expected to staff teachers who teach in schools incorporate play therapy in improving language ability and speech to pre-schoolers. Novelty/Originality of this study: In this study, it can be said that the therapy played an increase in language ability and speech.

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Echemendia, Ruben J., Joanie Thelen, Willem Meeuwisse, Michael G. Hutchison, John Rizos, Paul Comper, and Jared M. Bruce. "Neuropsychological Assessment of Professional Ice Hockey Players: A Cross-Cultural Examination of Baseline Data Across Language Groups." Archives of Clinical Neuropsychology 35, no. 3 (January 2, 2020): 240–56. http://dx.doi.org/10.1093/arclin/acz077.

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Abstract Objective Neuropsychological testing in sports has become routine across all levels of play. The National Hockey League (NHL) has conducted baseline neuropsychological assessment of all players since 1997. This study seeks to examine baseline differences among linguistically and culturally diverse groups within the NHL and to present comprehensive normative data for these groups. Method Baseline data were obtained from 3,145 professional hockey players’ baseline symptom reporting, neuropsychological test performance on a battery of traditional “paper and pencil” measures, and self-reported concussion history. In addition, 604 baseline post-injury paper and pencil evaluations were conducted the season following a concussion and 4,780 computerized baseline ImPACT administrations were obtained following the introduction of computerized testing. Results Normative data for paper and pencil tests and ImPACT are presented for the major language groups within the league: English, French, Swedish, Russian, Czech, Finnish, and German (ImPACT only). It was found that symptom reporting, the number of concussions sustained, and neuropsychological test results vary significantly based on a players’ language of origin. This variability was also present when players were tested in their language of origin. Conclusions This study provides insight into the significant baseline differences that exist among NHL players regarding symptoms, concussion history, and cognitive functioning. The findings are discussed with respect to the evaluation and management of NHL players who sustain concussion and more generally in the context of neuropsychological assessment in cross-cultural settings, including the importance of examining neuropsychological functioning using culturally specific norms.

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González-Giraldo, Yeimy, Shane T. Mueller, Ana Adan, Johana Rojas, Brian J. Piper, and Diego A. Forero. "BDNF Val66Met Is Associated With Performance in a Computerized Visual-Motor Tracking Test in Healthy Adults." Motor Control 20, no. 1 (January 2016): 122–34. http://dx.doi.org/10.1123/mc.2014-0075.

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The brain-derived neurotrophic factor gene (BDNF) is known to play an important role in neuroplasticity and cognitive processes. We explored the association of BDNF Val66Met polymorphism with performance in a visual-motor tracking test. One hundred and sixty-seven young, healthy Colombian adults completed a computerized version of the Pursuit Rotor Task, using the Psychology Experiment Building Language (PEBL) platform. DNA genotyping was performed by allele-specific polymerase chain reaction. We found that BDNF Val/Met and Met/Met subjects performed better in the pursuit rotor task (p = .03). Our findings suggest that the BDNF gene is essential to understand differences in motor performance in healthy participants in different populations. This approach could be useful for future fine mapping of genetic modifiers for neuropsychiatric diseases.

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Al-Seghayer, Khalid. "Effects of Electronic Reading Environments’ Structure on L2 Reading Comprehension." English Language Teaching 10, no. 12 (November 7, 2017): 88. http://dx.doi.org/10.5539/elt.v10n12p88.

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This study examines the effects of an electronic reading environment’s structure on second language (L2) reading comprehension. In particular, this study explores whether clarifying the underlying structure of an electronic text, along with the ways in which its units or nodes are organized and interrelated results in better comprehension as well as whether L2 reading proficiency affects the comprehension of electronic text. In this study, 40 English as a second language (ESL) learners, grouped into proficient and less-proficient groups based on their scores on the Test of English as a Foreign Language’s (TOEFL’s) Reading section, were asked to read two electronic texts using computerized programs classified as either “well structured” or “less structured.” To assess the efficacy of each type of reading environment, two tests—a multiple-choice test and a mapping of main ideas and details (MOMID) test—were developed and administered to the participants after they read each text. The results of these tests were analyzed using a paired-samples t-test and a two-way (proficiency level by computerized reading program) mixed-model analysis of variance (ANOVA). The findings revealed that well-structured electronic texts can aid ESL readers in developing a more coherent mental representation of the electronic texts’ content, thereby increasing their reading comprehension. Furthermore, well-structured electronic texts are more helpful for less-proficient readers than for more-proficient readers. These findings have significant pedagogical and technological implications for L2 reading instructors and instructional designers.

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LEGACY, JACQUELINE, PASCAL ZESIGER, MARGARET FRIEND, and DIANE POULIN-DUBOIS. "Vocabulary size and speed of word recognition in very young French–English bilinguals: A longitudinal study." Bilingualism: Language and Cognition 21, no. 1 (August 19, 2016): 137–49. http://dx.doi.org/10.1017/s1366728916000833.

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A longitudinal study of lexical development in very young French–English bilinguals is reported. The Computerized Comprehension Test (CCT) was used to directly assess receptive vocabulary and processing efficiency, and parental report (CDI) was used to measure expressive vocabulary in monolingual and bilingual infants at 16 months, and six months later, at 22 months. All infants increased their comprehension and production of words over the six-month period, and bilingual infants acquired approximately as many new words in each of their languages as the monolinguals did. Speed of online word processing was also equivalent in both groups at each wave of data collection, and increased significantly across waves. Importantly, significant relations emerged between language exposure, vocabulary size, and processing speed, with proportion of language exposure predicting vocabulary size at each time point. This study extends previous findings by utilizing a direct measure of receptive vocabulary development and online word processing.

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Al-Hoorie, Ali H. "Unconscious motivation. Part I: Implicit attitudes toward L2 speakers." Studies in Second Language Learning and Teaching 6, no. 3 (September 29, 2016): 423–54. http://dx.doi.org/10.14746/sllt.2016.6.3.4.

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This paper reports the first investigation in the second language acquisition field assessing learners’ implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward L2 speakers are associated with self-reported openness to the L2 group and with strength of correlations among attitudinal and motivational variables. Implicit attitudes also moderated important paths in the L2 Motivational Self System. The paper concludes that implicit attitudes seem to be a meaningful individual difference variable, adding a new dimension to our understanding of language motivation.

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Al-Adawi, Sharifa S. A., and Aaisha A. K. Al-Balushi. "Investigating Content and Face Validity of English Language Placement Test Designed by Colleges of Applied Sciences." English Language Teaching 9, no. 1 (December 10, 2015): 107. http://dx.doi.org/10.5539/elt.v9n1p107.

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<p>An English placement test (PT) is an essential component of any foundation program. It helps place students into their suitable language proficiency level so that they do not spend time learning materials below or above their levels. It also helps teachers to prepare teaching materials to students of similar levels (Brown, 2004; Illinois, 2012). This paper aims to investigate the extent to which the PT used at Colleges of Applied Sciences (CAS) is achieving this goal by exploring teachers’ and students’ perceptions of the current exam via questionnaires and interviews. Furthermore, it examines the format and content of the PT and students’ PT score against their mid-term score. It was found that face validity of CAS PT ranged from low (teachers) to moderate (students). The majority of teachers and students emphasized the importance of including the listening and speaking components in the test. Moreover, a modified version of the reading section of the test needs to be incorporated into the test. Another suggested using a valid certified computerized test. For future research, it is recommended to design a new test, taking into consideration the findings of this research and pilot it to test its effectiveness. Furthermore, an analytical test of the current marking criteria is essential to check its clarity and consistency.</p>

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Yang, Hui-Chun, and Shelley Gray. "Executive Function in Preschoolers with Primary Language Impairment." Journal of Speech, Language, and Hearing Research 60, no. 2 (February 2017): 379–92. http://dx.doi.org/10.1044/2016_jslhr-l-15-0267.

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Purpose The purpose of this study was to evaluate whether preschoolers with primary language impairment (PLI) show deficits in executive function (EF) compared with their peers with typical development (TD) when inhibition, updating, and mental-set shifting are examined using both linguistically based and visually based tasks. Method Twenty-two 4- and 5-year-old preschoolers with PLI and 30 preschoolers with TD completed 2 sets of computerized EF tasks: 3 that were linguistically based and 3 that were visually based. This permitted us to test the hypothesis that poor performance on EF tasks in preschoolers with PLI results from impaired language rather than impaired EF. Results The PLI group scored significantly lower than the TD group on linguistically and visually based updating tasks and mental-set shifting tasks. The PLI and TD groups did not differ significantly for accuracy or response time on linguistically and visually based inhibition tasks. Conclusion Results suggest that preschool-age children with PLI have domain-general EF deficits in updating and mental-set shifting but not inhibition deficits, as measured by our tasks.

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Khunaifi, A'am Rifaldi, Ilham Ilham, and Bayu Suratmoko. "Pelatihan Bahasa Inggris Berequivalent TOEFL Pada Reading Test CBT Terhadap Mahasiswa Semester Akhir Di Universitas Muhammadiyah dan IAIN Palangka Raya." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 5, no. 2 (March 30, 2020): 192–98. http://dx.doi.org/10.33084/pengabdianmu.v5i2.1144.

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English is an international language. In Indonesia, English is taught as a foreign language (English as a Foreign Language/EFL) from Elementary Schools to Higher Education. Especially at the University of Muhammadiyah Palangkaraya and IAIN Palangka Raya consider the importance of English which is shown through the TOEFL test and meet the scores determined before they are Judisium or Munakasah and have completed the thesis hearing in one semester. There were 20 participants from the Palangkaraya UM Students and Palangkaraya IAIN. The training method used in the English equivalent of Toefl training on Reading Tests is to use the Toefl training module on Reading Tests and also using a computerized software program in Toefl training on Reading Tests. The results of this training The training activities showed an increase between the pre-test and post-test results. The mean pre-test was 61 and the post-test mean increased to 83.6. In the pretest conducted to 20 participants were in the low category with a total of 4 people, a medium category of 13 people and a high of 3 people. The post-test results showed an increase in the score, namely the low category of 4 people, the medium category of 12 people and the high category increased to 4 people.

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Giannakopoulou, Anastasia, Helen Brown, Meghan Clayards, and Elizabeth Wonnacott. "High or low? Comparing high and low-variability phonetic training in adult and child second language learners." PeerJ 5 (May 30, 2017): e3209. http://dx.doi.org/10.7717/peerj.3209.

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BackgroundHigh talker variability (i.e., multiple voices in the input) has been found effective in training nonnative phonetic contrasts in adults. A small number of studies suggest that children also benefit from high-variability phonetic training with some evidence that they show greater learning (more plasticity) than adults given matched input, although results are mixed. However, no study has directly compared the effectiveness of high versus low talker variability in children.MethodsNative Greek-speaking eight-year-olds (N= 52), and adults (N= 41) were exposed to the English /i/-/ɪ/ contrast in 10 training sessions through a computerized word-learning game. Pre- and post-training tests examined discrimination of the contrast as well as lexical learning. Participants were randomly assigned to high (four talkers) or low (one talker) variability training conditions.ResultsBoth age groups improved during training, and both improved more while trained with a single talker. Results of a three-interval oddity discrimination test did not show the predicted benefit of high-variability training in either age group. Instead, children showed an effect in thereversedirection—i.e., reliably greater improvements in discrimination following single talker training, even for untrained generalization items, although the result is qualified by (accidental) differences between participant groups at pre-test. Adults showed a numeric advantage for high-variability but were inconsistent with respect to voice and word novelty. In addition, no effect of variability was found for lexical learning. There was no evidence of greater plasticity for phonetic learning in child learners.DiscussionThis paper adds to the handful of studies demonstrating that, like adults, child learners can improve their discrimination of a phonetic contrast via computerized training. There was no evidence of a benefit of training with multiple talkers, either for discrimination or word learning. The results also do not support the findings of greater plasticity in child learners found in a previous paper (Giannakopoulou, Uther & Ylinen, 2013a). We discuss these results in terms of various differences between training and test tasks used in the current work compared with previous literature.

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Ahmad, Samah Zakareya, and Samah Zakareya Ahmad. "Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention." English Language Teaching 12, no. 12 (November 12, 2019): 46. http://dx.doi.org/10.5539/elt.v12n12p46.

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The present study attempted to investigate the effect of multimedia glosses on EFL students’ vocabulary acquisition and retention. Forty-five EFL students were divided into two groups: control (n=22) and experimental (n=23). A vocabulary test was administered to both groups in order to ensure that they were equivalent. Then, all participants attended 12 weekly reading sessions where participants of the experimental group practiced reading computerized texts that included multimedia glosses while participants of the control group practiced reading the same texts but without any glosses. Immediately after the treatment was over, the vocabulary test was administered to both groups in order to evaluate the differences between the two groups in vocabulary acquisition. Moreover, the same test was administered to both groups two weeks after the administration of the posttest with the purpose of evaluating the differences between the two groups in vocabulary retention. The statistical analysis revealed a significant difference between the two groups in both the immediate and the delayed administrations of the vocabulary test. Therefore, it was concluded that multimedia glosses enhanced both vocabulary acquisition and retention among EFL students.

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Shaw, Sherry. "Cognitive and motivational contributors to aptitude." Aptitude for Interpreting 13, no. 1 (April 11, 2011): 70–84. http://dx.doi.org/10.1075/intp.13.1.05sha.

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This article reports the findings of a causal-comparative study with spoken language (primarily conference) and signed language (primarily public service) interpreting students carried out at four institutions in the European Union in 2008. The study was built on two previous investigations of essential characteristics, as reported by interpreting students and their professors, to measure these characteristics with standardized performance and motivation tests. It grouped participants as “entry-level” or “advanced” depending upon their prior experience in simultaneous interpreting coursework. The study documented cognitive and motivational scores of spoken language (SP) and signed language (SL) interpreting students at both levels, using a computerized neuropsychological screening test and an achievement motivation instrument. Significant differences between the SP and SL students were found in the areas of visual memory, concentration, and internality (belief that success is due to internal causes), and between the advanced and entry-level students in the areas of concentration and the eagerness to learn new concepts in the absence of external rewards.

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Aryadoust, Vahid. "Dynamics of item reading and answer changing in two hearings in a computerized while-listening performance test: an eye-tracking study." Computer Assisted Language Learning 33, no. 5-6 (February 18, 2019): 510–37. http://dx.doi.org/10.1080/09588221.2019.1574267.

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Supardi, Reno. "PERANCANGAN APLIKASI DATA IKLIM-71 DI STASIUN KLIMATOLOGI KLAS I PULAU BAAI – BENGKULU." Teknosia 1, no. 1 (June 3, 2021): 28–35. http://dx.doi.org/10.33369/teknosia.v1i1.15407.

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Climatology Station Class I PulauBaai Bengkulu under the auspices of the Meteorology, Climatology and Geophysics which produce so many daily weather data are not computerized well. By this author wants to help the staff to facilitate the observation of the results of the data contained in Baai Island Climatology Station Bengkulu. Based on these reasons make the authors develop a design data applications FKlim-71 computerized to help resolve some of the problems that often occur. In making this application there are some required data is data such as temperature, rainfall data, the data of solar radiation, a special weather event data, the air pressure data, the data humidity, and wind data.Application design is intended for Climatology Station Class I Baai Island Bengkulu because there making this application done. This application uses Microsoft Visual Basic programming language and MySQL as the database.The test proved that the application program database applications Fklim-71 can facilitate the performance of observer Climatology Station Class I PulauBaai Bengkulu.

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Hosseini, Monirosadat, Mohamad Jafre Zainol Abidin, Hamid Kamarzarrin, and Mohamad Khaledian. "The Investigation of Difference between PPT and CBT Results of EFL Learners in Iran: Computer Familiarity and Test Performance in CBT." International Letters of Social and Humanistic Sciences 11 (September 2013): 66–75. http://dx.doi.org/10.18052/www.scipress.com/ilshs.11.66.

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The purpose of this study is to examine the score comparability of institutional English reading tests in two testing methods, i.e. paper-based and computer-based tests taken by Iranian EFL learners in four language institutes and their branches in Iran. In the present study, the researcher tried to examine whether there is any difference between computer-based test results (henceforth CBT) and paper-based test (PPT) results of a reading comprehension test as well as exploring the relationship between students' prior computer experience and their test performance in CBT. Two equivalent tests were administered to one group of EFL learners in two different occasions, one in paper-based format and the other in computer-based test. Utilizing t-test, the means of two modes have been compared and the results showed the priority of PPT over CBT with .01 degree of difference at p < 05. Using ANOVA, the findings revealed that computer experience had no significant influence on the students’ performance in computerized test.

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Journal articles on the topic 'Computerized language test'

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