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Salamanca, Carolina, and Sara I. Montoya. "Using CLIL Approach to Improve English Language in a Colombian Higher Educational Institution." English Language Teaching 11, no. 11 (October 9, 2018): 19. http://dx.doi.org/10.5539/elt.v11n11p19.
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In Colombia, the development of communicative skills of English as a foreign language in students of Higher Educational Institutions (HEIs) is considered as a priority so the professionals can face the challenges of a globalized world. This project aimed to determine the effectiveness of using CLIL approach through the academic subjects in first learning level students of a Nursing program. The research had a mixed quasi experimental design of a control group not equivalent with measurements before and after CLIL interventions, which consisted in accompanying and guidance to six teachers who instruct the seven subjects of the academic program in which the experimental group was. Along 17 applications designed from the 4C’s (Content, Cognition, Communication and Culture), and the methodology collaborative work, students showed a significant progress in using communicative and cognitive abilities according with the development performances. The used tests to evaluate students’ English level showed from the statistical data analysis, applying T-student test, that initiating the process the mean of the control group was significantly higher than the mean of the experimental group, and posteriorly to CLIL approach applications, a mean improvement of the experimental group was observed becoming statistically similar to the mean of the control group. The research results provide a pedagogical path to strengthen bilingualism processes and to contribute with graduate’s communicative competences in a foreign language.
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Gibbons, Laura, Paul K. Crane, Kala M. Mehta, Otto Pedraza, Yuxiao Tang, Jennifer J. Manly, Kaavya Narasimhalu, Jeanne Teresi, Richard N. Jones, and Dan Mungas. "Multiple, correlated covariates associated with differential item functioning (DIF): Accounting for language DIF when education levels differ across languages." Ageing Research 2, no. 1 (April 28, 2011): 4. http://dx.doi.org/10.4081/ar.2011.e4.
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Differential item functioning (DIF) occurs when a test item has different statistical properties in subgroups, controlling for the underlying ability measured by the test. DIF assessment is necessary when evaluating measurement bias in tests used across different language groups. However, other factors such as educational attainment can differ across language groups, and DIF due to these other factors may also exist. How to conduct DIF analyses in the presence of multiple, correlated factors remains largely unexplored. This study assessed DIF related to Spanish versus English language in a 44-item object naming test. Data come from a community-based sample of 1,755 Spanish- and English-speaking older adults. We compared simultaneous accounting, a new strategy for handling differences in educational attainment across language groups, with existing methods. Compared to other methods, simultaneously accounting for language- and education-related DIF yielded salient differences in some object naming scores, particularly for Spanish speakers with at least 9 years of education. Accounting for factors that vary across language groups can be important when assessing language DIF. The use of simultaneous accounting will be relevant to other cross-cultural studies in cognition and in other fields, including health-related quality of life.
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Ahmadi Shirazi, Masoumeh. "For a Greater Good: Bias Analysis in Writing Assessment." SAGE Open 9, no. 1 (January 2019): 215824401882237. http://dx.doi.org/10.1177/2158244018822377.
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Threats to construct validity should be reduced to a minimum. If true, sources of bias, namely raters, items, tests as well as gender, age, race, language background, culture, and socio-economic status need to be spotted and removed. This study investigates raters’ experience, language background, and the choice of essay prompt as potential sources of biases. Eight raters, four native English speakers and four Persian L1 speakers of English as a Foreign Language (EFL), scored 40 essays on one general and one field-specific topic. The raters assessed these essays based on Test of English as a Foreign Language (TOEFL) holistic and International English Language Testing System (IELTS) analytic band scores. Multifaceted Rasch Measurement (MFRM) was run to find extant biases. In spite of not finding statistically significant biases, several interesting results emerged illustrating the influence of construct-irrelevant factors such as raters’ experience, L1, and educational background. Further research is warranted to investigate these factors as potential sources of rater bias.
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Treffers-Daller, Jeanine. "Operationalizing and measuring language dominance." International Journal of Bilingualism 15, no. 2 (February 10, 2011): 147–63. http://dx.doi.org/10.1177/1367006910381186.
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The aim of this article is to show how measures of lexical richness (Guiraud, 1954; Malvern, Richards, Chipere, & Durán, 2004) can be used to operationalize and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch—French bilinguals from Brussels and 24 French—English bilinguals from Paris). The most important advantage of the proposed operationalization is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardized tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.
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Pereira, Nielsen. "Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale." Gifted Child Quarterly 65, no. 2 (January 27, 2021): 153–66. http://dx.doi.org/10.1177/0016986220985942.
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The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.
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Espin, Christine, Teri Wallace, Heather Campbell, Erica S. Lembke, Jeffrey D. Long, and Renata Ticha. "Curriculum-Based Measurement in Writing: Predicting the Success of High-School Students on State Standards Tests." Exceptional Children 74, no. 2 (January 2008): 174–93. http://dx.doi.org/10.1177/001440290807400203.
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We examined the technical adequacy of writing progress measures as indicators of success on state standards tests. Tenth-grade students wrote for 10 min, marking their samples at 3, 5, and 7 min. Samples were scored for words written, words spelled correctly, and correct and correct minus incorrect word sequences. The number of correct minus incorrect word sequences written in 7 and 10 min yielded the highest reliability and validity coefficients. Tables of Probable Success were created to illustrate the relation between scores on the progress measures and the state tests. Exploratory analyses of differences in correlations between English Language Learners (ELL) and non-ELL students revealed a similar pattern of results for the 2 groups, but correlations were stronger for ELL students than for non-ELL students.
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Nazim, Mohammed, and Abduljalil Hazaea. "Enhancing Language Assessment Skills among Faculty Members in Saudi EFL Context." Journal of Language and Education 6, no. 4 (December 31, 2020): 138–52. http://dx.doi.org/10.17323/jle.2020.10124.
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In Saudi higher education, assessment has shifted to incorporate intended learning outcomes rather than merely textbook content. Subsequently, faculty members unwillingly participate in high-stakes competitive and harmonized assessment in English as a Foreign Language (EFL) courses during the preparatory year (PY). These challenges emphasize the importance of need-based training for faculty members. Accordingly, this context-specific study scrutinized faculty members’ needs as well as the impact of a training program on engaging the participants and on fostering language assessment skills (LASs) among them. In so doing, an action research design used pre- and post-questionnaires and included a training portfolio to collect data from 31 faculty members. The study first identified those needs as instructional skills, design skills, and educational measurement skills. In the context of professional development, the researchers designed a training program based on those reported needs. During training, the participants expressed their satisfaction with the language assessment. After the training, the participants greatly improved their LASs. The paired tests indicated that the faculty members increased their instructional skills, design skills, and skills of educational measurement. Further research is recommended for enhancing LASs among EFL students.
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Wijgh, I. F. "Communicatieve Opgaven In De Examens Tekstbegrip Moderne Vreemde Talen." Taaltoetsen 31 (January 1, 1988): 182–86. http://dx.doi.org/10.1075/ttwia.31.19wij.
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Since 1987 the tests of reading comprehension at the lower vocational and secondary school level include a dozen communicative assignments. The languages concerned are French, German, English and Spanish. These assignments have the following characteristics: - the texts differ in length: they are shorter than the traditional texts; - the texts are printed in their original lay-out; - their is a large variety in types of text; - the texts are 'consumer-texts': foreigners will probably come into contact with such texts during their stay in the country where the object language is spoken; - there is usually only one question per text; - the questions are meant to call up language performance that goes with a given type of text in reality; i.e. they tie in with the reading objective that is most functional; Cito (the Dutch national institute for educational measurement) has done research into the possibilities of including communicative assignments in the exams at the higher levels of secondary education. Basic principles have been laid down and a comparison with the assignments at lower levels has been made. Experimental tests have been constructed; they have been taken by pupils at the levels concerned. The psychometric data have not been such that a decision on implementation could be made. Further research and decisions will be necessary.
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Mashuri, Mashuri, and Enung Hasanah. "Manajemen Pembelajaran Bahasa Inggris dalam Meningkatkan Hasil Belajar Siswa saat Pandemi Covid-19 di SMA Muhammadiyah 3 Yogyakarta." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 4, no. 2 (June 1, 2021): 227–34. http://dx.doi.org/10.30872/diglosia.v4i2.174.
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The purpose of this study was to determine the effectiveness of distance learning during the Covid-19 pandemic in the management of English learning and to improve student achievement at SMA Muhammadiyah 3 Yogyakarta. The research approach used is descriptive qualitative, with data collection techniques through interviews and observations. The research subjects were English teachers and deputy principals of SMA Muhammadiyah 3 Yogyakarta. The results of the study are as follows. First, English education planning is prepared based on subjects, competency standards, basic competencies, learning objectives, teaching modules, procedures, time allocation, learning activities, learning resources/equipment, and evaluation of distance education students' learning outcomes during the Covid- 19. Second, the implementation of education that the teacher is trying has been guided by the latest updated syllabus and online learning implementation plan. English teachers have practised innovative education during the Covid-19 pandemic, such as Google Classroom, Zoom, WhatsApp, and many more. Distance learning that the teacher applies is to open lessons, deliver modules or teaching materials two days before learning activities occur, and discuss learning with students where learning is student-centred. The educational process places more emphasis on the cognitive and psychomotor domains. Third, learning assessment uses pre-test and post-test when online education takes place. The evaluation method used in learning applies direct observation, carries out tests/exercises at the end of the lesson so that the teacher knows the weaknesses and measurements of each student. Learning support facilities at Muhammadiyah 3 High School Yogyakarta are equipped with a language laboratory to facilitate the implementation of learning English more effectively.
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Baranovskaya, Tatiana, and Valentina Shaforostova. "Assessment and Evaluation Techniques." Journal of Language and Education 3, no. 2 (June 30, 2017): 30–38. http://dx.doi.org/10.17323/2411-7390-2017-3-2-30-38.
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Assessment and evaluation have always been important; they are linked to language teaching methodology, program outcomes, language teacher competencies, language standards and second language acquisition training. They can serve many different policies and can come in different forms. Assessment and evaluation have always been seen as the responsibility of the specialists, but they have rarely been included as a component in English language teacher (ELT) training. However, the ELT field has been experiencing a major shift in assessment and evaluation with effects on teachers, and learners around the world. It has also been influenced by a major questioning of traditional forms of testing and the underlying psychometric principles of measurement in ELT. Recent studies reveal that the reconceptualization of English language assessment and evaluation provides systematic information about student learning in relation to their performance and contributes to better understanding of their strengths and weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new theories and assessment and evaluation tools, including self-assessment. This research gap was generated partly because of the lack of integration with mainstream educational theory and practice in many areas of ELT, and partly because of powerful positions of traditional English language tests. The attempt to bridge this gap has lead to the research carried out. The aim of this article is to elaborate different assessment techniques that may better address student learning needs, improve student learning and engage students in self-assessment, including the sequence of steps that could lead to self-assessment. The study shows that the techniques implemented to develop self-assessment enable students to perform well.
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SAITO, KAZUYA, HUI SUN, and ADAM TIERNEY. "Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures." Bilingualism: Language and Cognition 22, no. 5 (August 1, 2018): 1123–40. http://dx.doi.org/10.1017/s1366728918000895.
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The current study examines the role of cognitive and perceptual individual differences (i.e., aptitude) in second language (L2) pronunciation learning, when L2 learners’ varied experience background is controlled for. A total of 48 Chinese learners of English in the UK were assessed for their sensitivity to segmental and suprasegmental aspects of speech on explicit and implicit modes via behavioural (language/music aptitude tests) and neurophysiological (electroencephalography) measures. Subsequently, the participants’ aptitude profiles were compared to the segmental and suprasegmental dimensions of their L2 pronunciation proficiency analyzed through rater judgements and acoustic measurements. According to the results, the participants’ segmental attainment was associated not only with explicit aptitude (phonemic coding), but also with implicit aptitude (enhanced neural encoding of spectral peaks). Whereas the participants’ suprasegmental attainment was linked to explicit aptitude (rhythmic imagery) to some degree, it was primarily influenced by the quality and quantity of their most recent L2 learning experience.
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Lamprianou, Iasonas, and Bill Boyle. "Accuracy of Measurement in the Context of Mathematics National Curriculum Tests in England for Ethnic Minority Pupils and Pupils Who Speak English as an Additional Language." Journal of Educational Measurement 41, no. 3 (September 2004): 239–59. http://dx.doi.org/10.1111/j.1745-3984.2004.tb01164.x.
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Benway, Nina R., Elaine R. Hitchcock, Tara McAllister, Graham Tomkins Feeny, Jennifer Hill, and Jonathan L. Preston. "Comparing Biofeedback Types for Children With Residual /ɹ/ Errors in American English: A Single-Case Randomization Design." American Journal of Speech-Language Pathology 30, no. 4 (July 14, 2021): 1819–45. http://dx.doi.org/10.1044/2021_ajslp-20-00216.
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Purpose Research comparing different biofeedback types could lead to individualized treatments for those with residual speech errors. This study examines within-treatment response to ultrasound and visual-acoustic biofeedback, as well as generalization to untrained words, for errors affecting the American English rhotic /ɹ/. We investigated whether some children demonstrated greater improvement in /ɹ/ during ultrasound or visual-acoustic biofeedback. Each participant received both biofeedback types. Individual predictors of treatment response (i.e., age, auditory-perceptual skill, oral somatosensory skill, and growth mindset) were also explored. Method Seven children ages 9–16 years with residual rhotic errors participated in 10 treatment visits. Each visit consisted of two conditions: 45 min of ultrasound biofeedback and 45 min of visual-acoustic biofeedback. The order of biofeedback conditions was randomized within a single-case experimental design. Acquisition of /ɹ/ was evaluated through acoustic measurements (normalized F3–F2 difference) of selected nonbiofeedback productions during practice. Generalization of /ɹ/ was evaluated through acoustic measurements and perceptual ratings of pretreatment/posttreatment probes. Results Five participants demonstrated acquisition of practiced words during the combined treatment package. Three participants demonstrated a clinically significant degree of generalization to untreated words on posttreatment probes. Randomization tests indicated one participant demonstrated a significant advantage for visual-acoustic over ultrasound biofeedback. Participants' auditory-perceptual acuity on an /ɹ/−/w/ identification task was identified as a possible correlate of generalization following treatment. Conclusions Most participants did not demonstrate a statistically significant difference in acoustic productions between the ultrasound and visual-acoustic conditions, but one participant showed greater improvement in /ɹ/ during visual-acoustic biofeedback. Supplemental Material https://doi.org/10.23641/asha.14881101
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Solano-Flores, Guillermo. "Who Is Given Tests in What Language by Whom, When, and Where? The Need for Probabilistic Views of Language in the Testing of English Language Learners." Educational Researcher 37, no. 4 (May 2008): 189–99. http://dx.doi.org/10.3102/0013189x08319569.
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The testing of English language learners (ELLs) is, to a large extent, a random process because of poor implementation and factors that are uncertain or beyond control. Yet current testing practices and policies appear to be based on deterministic views of language and linguistic groups and erroneous assumptions about the capacity of assessment systems to serve ELLs. The question Who is given tests in what language by whom, when, and where? provides a conceptual framework for examining testing as a communication process between assessment systems and ELLs. Probabilistic approaches based on generalizability theory—a psychometric theory of measurement error—allow examination of the extent to which assessment systems’ inability to effectively communicate with ELLs affects the dependability of academic achievement measures.
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Lohman, David F., Katrina A. Korb, and Joni M. Lakin. "Identifying Academically Gifted English-Language Learners Using Nonverbal Tests." Gifted Child Quarterly 52, no. 4 (October 2008): 275–96. http://dx.doi.org/10.1177/0016986208321808.
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SARFRAZ KHAN, JUNAID, SAIMA TABASUM, OSAMA MUKHTAR, Tahira Bano, and Maryam Iqbal. "ENGLISH LANGUAGE PROFICIENCY;." Professional Medical Journal 19, no. 02 (February 22, 2012): 172–79. http://dx.doi.org/10.29309/tpmj/2012.19.02.2004.
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Introduction: Each year, more than 30,000 students sit in the Government sponsored Entrance Test conducted by University ofHealth Sciences, Lahore for admission in Public and Private Medical & Dental Institutes of Punjab, Pakistan. Objective: In this study, we haveembarked to seek the relationship of the performance of students in the English component of the test and their sciences components scoresand how this English-Science relationship varies amongst the developed and underdeveloped districts of Punjab, Pakistan. Period: Threeyears from 2008 to 2010. Methodology: The sciences components scores of the candidates in MCAT, their scores in English portion in the testand their demographic variables were entered into Statistical Package for Social Sciences (SPSS) v.16. Parametric tests were applied.Results: Nearly 14% of the question paper tests proficiency of the candidates in the English Grammar. The students from thesocioeconomically challenged districts scored less marks in English component as well as in the sciences component of Entrance Test whencompared with the scores of the students of more developed districts (p<0.05). The difference in the mean marks of English and Sciencescomponents of the test when adjusted for weightage was higher in the socioeconomically developed districts (p<0.05). A steady improvementfrom 2008 to 2010 in the scores obtained by candidates in English component of the Entrance Test was observed (p<0.05). Conclusions: Foradmission in Medical and Dental Colleges in Punjab, candidates scoring more than 60% marks in their Higher Secondary School CertificateBoard Examination, have to sit in a uniform Entrance Test in which from the year 2008-2009, candidates from socioeconomically low districtshave performed poorly in both English component and sciences components of test in comparison to the candidates from more developeddistricts. The comparatively lower score is more significant in sciences components of test. The lower scores of the less developed districts,candidates can not therefore be attributed to their low proficiency in the English language but rather to a lower general educational performance.
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Care, Esther, Erin Roberts, and Amanda Thomas. "Effects of language background on measures of ability of children in their first year of school." Australian Educational and Developmental Psychologist 26, no. 1 (March 1, 2009): 20–35. http://dx.doi.org/10.1375/aedp.26.1.20.
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AbstractThis report outlines the usefulness and appropriateness of three commonly used tests of ability for Preparatory level (Prep) children in Victoria, Australia, from non-English speaking backgrounds. Traditional school readiness and ability tests are dependent on knowledge of the English language, and thus may not be valid tools for assessing students with limited English proficiency. Tests that measure both verbal and nonverbal abilities were administered to 32 children, 14 from English speaking and 18 from non-English speaking backgrounds. Differences between the two groups of children are reported with a focus on interpretation in the context of effect of English language proficiency on performance. The results indicate that student performance on a variety of tests is constrained by English language knowledge, rather than by actual cognitive ability.
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Langdon, Henriette W. "Language Disorder or Difference? Assessing the Language Skills of Hispanic Students." Exceptional Children 56, no. 2 (October 1989): 160–67. http://dx.doi.org/10.1177/001440298905600208.
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Results from a study on current practices of Spanish-speaking speech and language specialists are reported. Analyses of the data indicate that a heavy diagnostic emphasis continues to be placed on the results of discrete-point tests. A protocol to assess limited-English-speaking students suspected of a language or learning disability is offered.
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Yulia, Astri, Nor Azilah Husin, and Faiz I. Anuar. "Channeling assessments in English language learning via interactive online platforms." Studies in English Language and Education 6, no. 2 (October 1, 2019): 228–38. http://dx.doi.org/10.24815/siele.v6i2.14103.
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Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated in this study; 53 were randomly assigned to the online group while 33 were assigned to the control group. The research computed t-tests to compare the performance of both groups on five different assessments. The results revealed that the online assessment group performed better on four assessments tested—listening and reading skills. The control group performed significantly higher on the assessment that involved presentation (evaluated speaking skill). These findings indicate that online assessments enhance students’ mastery of listening, reading, and writing skill but rather not so much influence on verbal skills. This research implies that educational practitioners should not entirely rely on interactive online platforms. To incorporate the blended-learning approach, classroom activities must consist of a combination of online and offline strategies.
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Liu, Kristin K., and Michael Anderson. "Universal Design Considerations for Improving Student Achievement on English Language Proficiency Tests." Assessment for Effective Intervention 33, no. 3 (June 2008): 167–76. http://dx.doi.org/10.1177/1534508407313242.
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Clark, Michael J., and James M. Hillenbrand. "Quality of American English front vowels before /r/." Journal of the International Phonetic Association 33, no. 1 (June 2003): 1–16. http://dx.doi.org/10.1017/s0025100303001130.
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The vowels /i/ and /I/ are not contrastive before /r/ in American English, and the phonetics literature is equivocal about which symbol to use for the nucleus in words such as beer. Similarly /e/ and /ε/ are not contrastive before /r/, and the literature contains varied references to one or the other in words such as bear. The purpose of this study was to investigate these vowels by acoustic measurements, discriminant analyses, and listening tests. Eleven men and ten women residing in southern Michigan recorded /r/-final monosyllables (beer, bear, hear, hair), as well as words containing /i, I e, ε with other finals, such as beet, bit, bait, bet. Acoustic measurements included the first three formants at steady state. The high front vowel in /r/-final syllables (beer, hear) showed formant values intermediate between /i/ and /I/, but closer to /i/, and the mid front vowel (in bear and hair) was intermediate between /e/ and /ε/, but closer to /e/. Discriminant analysis using the first three formants and listening tests using 60 ms vowel excerpts yielded results consistent with the idea that the pre-/r/ vowels are acoustically intermediate between their tense and lax neighbors but resemble /i/ and /e/ more closely than /I/ and /ε/.
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Gralińska-Brawata, Anna. "The Relationship Between English and Polish Rhythm Measures in Polish Learners of English." Research in Language 13, no. 2 (June 30, 2015): 124–39. http://dx.doi.org/10.1515/rela-2015-0020.
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This paper investigates native and non-native speech rhythm in the speech of Polish learners of English at an intermediate/upper-intermediate level. More specifically, it attempts to explore the relationship between rhythm measures scores in L1 Polish and L2 English within individual speakers. Phonological vowel reduction in terms of duration is present in English and crucial for the perception and acoustic measurements of linguistic rhythm. Polish, on the other hand, has no phonological reduction of that kind. The acquisition of L2 vowel reduction is highly determined by the level of language proficiency and influences non-native rhythmic patterns. The study tests six speech rhythm measures: %V, DV, DC, VarcoV, VarcoC and nPVI-V in two tempos: normal and fast. The results show that most of these measures are positively and significantly correlated with each other between L1 Polish and L2 English across the subjects and for two tempos, although to a different degree. Highly significantly correlation has been noted for %V and ΔC in fast tempo. Moderate significant correlations between the two languages are observed for ΔV, ΔC (normal tempo), VarcoV and nPVI in fast tempo.
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Burke, April, and Luciana C. de Oliveira. "Educational policies in the United States and implications for English learners." Revista Brasileira de Linguística Aplicada 12, no. 2 (June 2012): 311–29. http://dx.doi.org/10.1590/s1984-63982012000200005.
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This article provides a historical context for current educational policies in the United States, especially those mandated by the No Child Left Behind Act (NCLB). The article explains the effects of these policies on a rapidly growing segment of the U.S. population, namely English Learners (ELs), students who are in the process of developing English as an additional language. It explains several of the controversies and concerns related to the use of standardized tests with this student population.
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Menken, Kate. "NO CHILD LEFT BEHIND AND ITS EFFECTS ON LANGUAGE POLICY." Annual Review of Applied Linguistics 29 (March 2009): 103–17. http://dx.doi.org/10.1017/s0267190509090096.
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The most recent federal education policy in the United States, titled No Child Left Behind (NCLB), was passed into law in 2001. High-stakes testing is the core of NCLB, as tests are used to hold each school, district, and state accountable for student performance, therein affording the federal government greater control over the constitutionally decentralized national system of U.S. education. Because the tests being used are administered in English, English language learners (ELLs) typically fail to meet the law's annual progress requirements, resulting in serious consequences for the students and their schools. This article reviews research about the effects of NCLB on language policies in education. Empirical studies show that the law—which is at face value merely an educational policy—is in actuality a de facto language policy. After explaining the law's assessment mandates, this article provides analyses of the wording of NCLB from a language policy perspective. It also reviews studies about the limitations of the required tests as instruments to carry out the law's demands, and about the effects of the law on instruction and the educational experiences of ELLs.
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González González, Paz. "Learning a Second Language in a Third Language Environment." Toegepaste Taalwetenschap in Artikelen 59 (January 1, 1998): 31–40. http://dx.doi.org/10.1075/ttwia.59.04gon.
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There has been a long tradition of concern with the "good language learner" in L2 research. One approach to this topic is to compare the performance of experienced language learners with people who have had less experience with languages. The present study provides comparable data for second- and third-language learners of English. It is hypothesized that L3 learners of English will learn the language with more facility and perhaps with more proficiency than L2 learners of English. The data was collected in two high schools in Amsterdam, where 30 immigrant (L3 learners) and 30 Dutch (L2 learners) students were tested on their knowledge of English with a C-test. They also gave answers to some questions about their personal status and language abilities. The scores were submitted to statistical analysis to test whether or not there was any significant difference between the groups. The statistical test chosen was the T-test for independent groups. The tests were first scored through exact scoring. Once the T-test was applied to both sets of scores (monolinguals and bilinguals), it turned out that the bilinguals scored significantly better than the monolinguals. The answers to the questionnaire were also investigated to find any correlations with the results in the C-test. In addition, the tests were scored through acceptable scoring, which, although no longer significant, still showed the superiority of the immigrant-bilinguals. The hypothesis was confirmed: the assumed superiority of bilinguals in acquiring languages is also found in the immigrant-bilinguals who took part in this study. Despite the negative effects of some of the socio-economic-educational factors affecting the performance of ethnic minority students in Holland, they still have a better aptitude for learning a third language.
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Miley, Suzi Keller, and Aarek Farmer. "English Language Proficiency and Content Assessment Performance: A Comparison of English Learners and Native English Speakers Achievement." English Language Teaching 10, no. 9 (August 20, 2017): 198. http://dx.doi.org/10.5539/elt.v10n9p198.
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As a result of the accountability requirements established in Title III of the Elementary and Secondary Educational Act (ESEA) legislation, English Learners (ELs) are expected to make progress in both content area academic achievement and English Language Proficiency (ELP). In Tennessee ELs progress is measured by administering WIDA-Access to assess English language proficiency, and Tennessee Comprehensive Assessment Program (TCAP) standardized assessments to measure content academic achievement. The purpose of this study was to compare and analyze the performance levels of ELs who achieved the exit criteria on WIDA-Access state mandated English proficiency assessment and their subsequent performance on English Language Arts and Math TCAP assessments. Specifically, a comparison of EL’s achievement on TCAP was compared to the achievement on TCAP of non-ELs. Independent samples t-tests were performed on data from 302 elementary and middle school ELs and non-ELs that participated in WIDA-Access and TCAP assessments in 2015. Data analyses concluded that English Language Arts and Math TCAP scale scores were significantly different between ELs and non-ELs. Achievement levels in both English Language Arts TCAP and Math TCAP for ELs, who achieved the exit criteria on WIDA-Access, were lower than the achievement levels of non-ELs. Discussions of the findings in this study along with implications of using these assessments to measure ELs growth is provided in relation to the increased demands on measuring both the academic achievement and English language progress for ELs.
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Sharif, Khalid Sharif Mohammed, and Ahmed Gumaa Siddiek. "Critical Thinking as Reflected in the Sudanese and Jordanian Secondary School Certificate English Language Examinations." English Language Teaching 10, no. 5 (April 10, 2017): 37. http://dx.doi.org/10.5539/elt.v10n5p37.
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This study emerges from the need of English Language Teachers in Sudan and Jordan to lay appropriate assessment strategies to meet the anticipated educational objectives among the learners of English. It is also hoped to improve language assessment in similar educational environments in the Arab world. We intended to find out the level of consistency between the educational objectives of the English language syllabus and the English language examinations in these two countries. These examinations are expected to have some beneficial washback on English pedagogy in general and on reading and writing skills in particular. These tests can be used as benchmark for the effectiveness of the teaching and the learning performance in the classroom. We found that most of the reading questions in EL examination focus on testing the low order of thinking such as knowledge and comprehension; which negatively affect the critical thinking abilities among these young learners. The study yielded many other findings but the most important is the negligence of testing speaking and listening skills which renders the standardized English language examinations in Sudan and Jordan to be incomprehensive, but on the other hand the study revealed that these examinations had some content validity.
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Chen, Xueliang, and Jie Hu. "Going Global: The Successful Link of IELTS and Aptis to China’s Standards of English Language Ability (CSE)." International Journal of English Linguistics 11, no. 1 (October 29, 2020): 1. http://dx.doi.org/10.5539/ijel.v11n1p1.
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The development of a common language proficiency scale is essential to language teaching, learning, and assessment. While some general English proficiency scales already exist, no such scale is available in an Asian context. China’s Standards of English Language Ability (CSE), as the first scale of its kind, promises to address this deficiency with a clear focus on the student population, grounded in the well-established framework of communicative language ability. As such, it not only illuminates the learning patterns of English language learners at different stages, but also provides a benchmark for curriculum design, student evaluation, and the improvement of educational programs. More importantly, its recent link with such international tests as Aptis and IELTS marks a significant step towards the internationalization of this scale, making student grades on different tests more comparable. The official mapping of CSE to the international examination system opens China’s education further to the rest of the world, and would facilitate student exchanges and deepen educational ties between countries in the future.
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Shenouda, Wagih, and Vicki Wolfe. "Integrating Computer Assisted Instruction with the Teaching of Language." Journal of Educational Technology Systems 24, no. 2 (December 1995): 189–94. http://dx.doi.org/10.2190/l3y5-vhqh-1m38-bq5h.
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Faculty and Educational Technology Center staff at the College at Old Westbury have created an electronic language laboratory and integrated it into a variety of language courses, including English as a Second Language (ESL), Spanish, and French. This presentation describes the selection of the lab's software and hardware, a description of two ESL programs, and a discussion of the integration of these programs into the classroom curriculum. Using pre- and post-tests, we have measured students' progress in acquiring college-level English language skills by supplementing in-class instruction with independent work in the language lab.
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STRICKS, LAURIE, JOHN PITTMAN, DIANE M. JACOBS, MARY SANO, and YAAKOV STERN. "Normative data for a brief neuropsychological battery administered to English- and Spanish-speaking community-dwelling elders." Journal of the International Neuropsychological Society 4, no. 4 (July 1998): 311–18. http://dx.doi.org/10.1017/s1355617798003117.
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The use of neuropsychological tests in non-English-speaking populations and among those with less education has been limited because most tests have been standardized for English-speaking populations with relatively high levels of education. In effort to establish norms, a battery of neuropsychological tests was administered, in either English or Spanish, to 995 normal elders with a wide range of educational attainment, residing in the community of Washington Heights–Inwood in northern Manhattan. Results indicate that age, education, and language all influence test performance and should be considered when evaluating neuropsychological measures. (JINS, 1998, 4, 311–318.)
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Maarouf, Saoussan A. "Supporting Academic Growth of English Language Learners: Integrating Reading into STEM Curriculum." World Journal of Education 9, no. 4 (August 24, 2019): 83. http://dx.doi.org/10.5430/wje.v9n4p83.
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English Language Learners (ELLs) in the U.S. have recently received growing attention in educational researchbecause of their struggle in academic performance, especially after the launch of the Common Core State Standards(CCSS) and assessments in 2009. Unfortunately, ELL students are required to take these standardized tests inEnglish language regardless of their proficiency level in reading. Despite increased focus and resources ofimplementing STEM (Science, Technology, Engineering, and Math) curriculum in K-12 education, there is a strongevidence that ELL students do not attain commensurate performance when compared to their nativeEnglish-speaking peers. The integration of Art into STEM disciplines has evolved STEM into STEAM. Lately, therehas been much discussion in the educational field that the acronym STEAM should be further evolved into STREAMby integrating Reading. The purpose of this study is to investigate the efficacy of integrating STEM and Readingcurriculum in K-12 education to reduce the achievement gap between ELL and non-ELL students. Practicalclassroom strategies for classroom teaching and instruction are discussed.
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Hutchinson, Mary, and Xenia Hadjioannou. "The morphing assessment terrain for English learners in US schools." English Teaching: Practice & Critique 16, no. 1 (May 2, 2017): 110–26. http://dx.doi.org/10.1108/etpc-02-2016-0037.
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Purpose The purpose of this paper is to provide an overview of the public policy reshaping the assessment terrain for English learners (ELs) across the USA and to consider the implications and impact of these practices on sustaining and supporting a diverse student population in today’s schools. Design/methodology/approach The authors review the literature and publicly available policy documents to trace key policy trends over the past 15 years that have shaped the current educational landscape and assessment practices for ELs in the USA. Findings In the USA, the 2015 Common Core State Standards (CCSSs) assessments generated worrisome results for ELs, as significant numbers had failing scores in English language arts and math. These results are juxtaposed to public policies that impact the educational experience of ELs, including No Child Left Behind and the CCSS, and which, despite their stated intentions to ameliorate the achievement gap, are found to be assimilationist in nature. Indeed, a review of the initiatives of developing common EL standards and English language proficiency tests and the recommendations for EL accommodations in state tests suggests several areas of concern. The recently passed Every Student Succeeds Act focuses on this vulnerable population, but there are concerns that the continued focus on accountability and testing will do little to facilitate academic progress for these students. Practical implications The paper recommends a need to reevaluate the support and testing process for ELs to stem widespread failure and ascertain the sustenance of democratic and diversified schools. Originality/value The study provides an overview of key policy trends, outlines and critiques recent changes in the assessment of ELs and draws implications for practice.
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Qu, Weiguo. "‘Practical’ English and the crisis of English studies." English Today 28, no. 3 (September 2012): 15–20. http://dx.doi.org/10.1017/s0266078412000247.
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Perhaps there is no better illustration of Bourdieu's view that language can be converted to political or economic power (1991) than the success of the New Oriental School, which started as an English teaching organization, with the motto ‘Language is power’, mainly to prepare Chinese students for the TOFEL and the GRE tests. They have been so successful that they have now expanded into a full-scale educational institution, with English as its key component. Also, many people in China have prospered through English, including the world-famous teacher Li Yang, who achieved phenomenal success with his ‘Crazy English’ method, whose approach pushes a language-as-power message. In addition, the prosperity of the publishing houses selling English materials, the huge number of the teachers, and the enormous English-learning population in China all seem to contribute to the belief that English can enrich anyone who can find a way to capitalize on the language. However, despite the booming success of various English training agencies, it is ironic that English departments at Chinese universities now face an unprecedented crisis for survival. One major reason for this is that the recent craze for English in China has been accompanied by a parallel and steep decline of interest in the study of English as a ‘major’ at university level. In this article, I will address the problems that English departments in universities have in their response to the practical turn in English studies, with reference to the teaching of writing to English majors in particular.
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Wigglesworth, Gillian, Jane Simpson, and Deborah Loakes. "Naplan language assessments for Indigenous children in remote communities." Australian Review of Applied Linguistics 34, no. 3 (January 1, 2011): 320–43. http://dx.doi.org/10.1075/aral.34.3.04wig.
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The National Assessment Program - Literacy and Numeracy (NAPLAN) assessments are designed to assess literacy and numeracy of all Australian school children in years 3, 5, 7 and 9, and to act as diagnostics as to whether children are meeting intended educational outcomes. Tests began in May 2008, and have been run annually since then. Results of the 2008 tests indicated that Indigenous children in remote communities had the lowest test scores, and results were used to make a policy decision that effectively scrapped bilingual education in the Northern Territory. In this paper, we evaluate the literacy component of the NAPLAN test for Year 3, and the language samples for each year level. Literacy components assess reading, writing and language conventions (grammar, spelling and punctuation), and we focus on the reading and language conventions components. We argue that the NAPLAN tests need to be very carefully monitored for appropriateness for the assessment of children living in remote Indigenous communities. This is because tests are standardised on groups of English language speaking children. The content of some sample tests relies on cultural knowledge which Indigenous children cannot be expected to have. Spelling tests need to be monitored to ensure that they are testing spelling rather than grammatical knowledge. Finally, it is difficult to create language convention tests which are truly diagnostic because of the mixed test population of native English speakers, ESL learners and EFL learners in remote Indigenous communities.
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Mokhtar, Nagla. "Reasons for Negligence of Testing Students English Language Orally at the Secondary Level." International Journal of Linguistics, Literature and Translation 4, no. 2 (February 27, 2021): 18–26. http://dx.doi.org/10.32996/ijllt.2021.4.2.4.
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The study aims at investing the reasons for negligence of testing students orally at the secondary level. The study is based on a descriptive analytic method. The data were collected by means of a questionnaire for teachers of English language of secondary schools in Gezira Southern locality. The participants in this study were 50 English language teachers from Gezira southern locality. The findings of the study showed that insufficient time and large classes contributed to the negligence of oral testing. In addition to, the absence of oral tests on the syllabus is considered one of the reasons for the negligence of oral tests. The recommendations of the study emphasize the importance of speaking skills testing and encourage teachers and educational circles to give particular consideration for testing oral skills. In addition, oral skills should be included in the syllabus. Moreover, teachers should devote extra time to test oral skills.
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Milovidova, A. I. "Grammatical distractors in CLIL-oriented tests on international legal english." Courier of Kutafin Moscow State Law University, no. 1 (April 10, 2020): 37–44. http://dx.doi.org/10.17803/2311-5998.2020.65.1.037-044.
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The article addresses the use of grammatical distractors in planning, preparation and a conducting process of tests in legal English, and the analysis of their results. It also considers their potential for consolidating the most important skills of professional communication of future specialists. The formative nature of distractors finds its application in a number of specific tasks that contribute to the achievement of these important aims. Such aims include: maintaining of a positive attitude towards learning a foreign language, the ability to self-control during the act of speaking, increasing the level of motivation and educational autonomy. They also undermine the development of teamwork skills and its organization with minimal assistance, as well as the correct understanding of the role of the grammatical aspect in learning and the high value of grammatical correctness of speech, regardless of the degree of an individual’s fluency. Attempts have been made to classify grammatical distractors for learning convenience in the study room.
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Khamkhien, Attapol. "Language Learning Strategies Used by Thai and Vietnamese University Students." MANUSYA 14, no. 2 (2011): 1–23. http://dx.doi.org/10.1163/26659077-01402001.
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Based on several standardized tests, previous studies show that Vietnamese youths have higher proficiency in English than Thai youths in spite of the latter’s social advantages. An explanation for the discrepancy is probably that the two groups use different strategies in learning English. This study reports the results of an investigation into language learning strategies commonly used by Thai and Vietnamese university students, using the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) and semi-structured interviews. A comparison of the patterns of language learning strategies used by the two student groups revealed some resemblances and differences, illustrating what teachers and students should know to successfully teach and learn English, respectively. It is hoped that the findings of this study will be of particular benefit to educational planners, methodologists, and classroom teachers; they will not only help them better understand the strategies used by Thai students in learning English, but also facilitate the process of improving English education in Thailand.
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Motallebzadeh, Khalil, and Mahmood Khosravani. "Comparing Predictive Validity of Islamic Azad University English Proficiency Test and Standard Proficiency Tests against a Socio-Cognitively Validated Test of English for Specific Purpose." International Journal of Linguistics, Literature and Translation 3, no. 12 (December 30, 2020): 68–72. http://dx.doi.org/10.32996/ijllt.2020.3.12.9.
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In spite of the facts that validity is known as a unified concept in contemporary theory and practice, investigating the sub-construct of this concept enlightens the discipline to a great extent. Predictive validity of high-stakes tests such as English proficiency tests (EPTs) which are used for critical educational decisions is an example. EPT of Islamic Azad University (IAU), as a localized form of national and international scale proficiency tests, is served as an obligatory part of exit program for PhD candidates. Considering the fact that manipulating ESP texts is a major language learning goal in the university, the current research was an attempt to examine the predictive validity of IAU-EPT against a valid third measure in comparison with other EPT exams. To this aim, adopting Weir’s socio-cognitive framework, an ESP test of politics was developed and validated. Then, the test was administered to 19 PhD candidates of politics with IAU-EPT certification and 16 PhD candidates certified at other EPTs (TOEFL, GRE, and Tolimo). Pearson correlation was employed to investigate the relationship between their authorized EPT scores and their performance in a real context validated ESP test. The findings revealed a weak predicting value for IAU-EPT in a ESP task while a strong and significant correlation was reported between standard EPTs scores and ESP test. Further investigation is required to investigate the construct validity of IAU-EPT. Future researchers are recommended to include more participants from other disciplines. These findings have implications for language learners, language teachers, researchers and educational policy makers.
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Betkulova, A., M. Temirkhanov, and A. Seitkhanova. "Features of teaching physics in English in secondary school." Bulletin of the Innovative University of Eurasia 82, no. 2 (June 24, 2021): 16–20. http://dx.doi.org/10.37788/2021-2/16-20.
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This article reveals the essence of teaching the disciplines of the natural science cycle in English in high school. When preparing for the lesson, there is a need for careful selection of educational material, the teacher thinks out a specific algorithm for working with the text in a foreign language using subject terminology, while not forgetting the basic grammatical and syntactic models characteristic of the English language. In such a language environment, foreign speakers actively acquire solid knowledge, eliminating language difficulties in professionally-oriented lessons. Given this problem, we decided to create a methodological guide for teachers, which will contain tasks for formative assessment in physics lessons in English. Its lexical and grammatical material meets the requirements for mastering the English language (B1) in educational and cognitive activities. The presented progress tests also meet all the requirements of the corresponding stage of training of non-native speakers and help to consolidate the skills of professionally oriented communication. The purpose is to reveal some principles that should be taken into account when preparing assignments for physics lessons in English, as well as to provide a methodological guide for teachers. This article shows several principles that are most effective when conducting lessons. All the data of the article was confirmed by a computer survey of students, the answers were analyzed and collected for publication. Given the results we have presented, secondary school teachers can improve the quality of the material provided, as well as spend less time preparing for lessons. Physics is one of the fundamental sciences that can combine both the subject content and the language component. Here we present various methods of subject- language integration to improve communication skills. Thus, the preparation and conduct of physics lessons in English requires a strict and careful selection of educational material and takes into account the educational profile of secondary school students.
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Abdullah Hammad, Enas. "Palestinian EFL University Students’ Problems with the Reading Sections of the TOEFL Internet-based Test and the Revised TOEFL paper-delivered Test." Arab World English Journal 12, no. 3 (September 15, 2021): 51–65. http://dx.doi.org/10.24093/awej/vol12no3.4.
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Despite Palestinian university students’ problems with the Test of English as a Foreign Language Internet-based Test, no researchers approached this research area in the Palestinian English as a Foreign Language context. The present study attempted to answer a question focusing on Palestinian university students’ problems with the reading sections of the Test of English as a Foreign Language Internet-based Test and the revised Test of English as a Foreign Language paper-delivered test. The participants were 65 fourth-year students studying English at Al-Aqsa University. The researcher employed four instruments: a test, a group semi-structured interview, and two individual semi-structured interviews. Results showed the students’ problems with the reading sections of the two types of tests, such as the irrelevance of the topics of the tests to the students’ content background knowledge, students’ lack of exposure to lengthy passages, students’ slow reading speed, and the students’ lack of linguistic proficiency. Additionally, the study offered many recommendations for Educational Testing Service experts and Al-Aqsa university students and instructors.
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Gershon, Richard C., Karon F. Cook, Dan Mungas, Jennifer J. Manly, Jerry Slotkin, Jennifer L. Beaumont, and Sandra Weintraub. "Language Measures of the NIH Toolbox Cognition Battery." Journal of the International Neuropsychological Society 20, no. 6 (June 24, 2014): 642–51. http://dx.doi.org/10.1017/s1355617714000411.
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AbstractLanguage facilitates communication and efficient encoding of thought and experience. Because of its essential role in early childhood development, in educational achievement and in subsequent life adaptation, language was included as one of the subdomains in the NIH Toolbox for the Assessment of Neurological and Behavioral Function Cognition Battery (NIHTB-CB). There are many different components of language functioning, including syntactic processing (i.e., morphology and grammar) and lexical semantics. For purposes of the NIHTB-CB, two tests of language—a picture vocabulary test and a reading recognition test—were selected by consensus based on literature reviews, iterative expert input, and a desire to assess in English and Spanish. NIHTB-CB’s picture vocabulary and reading recognition tests are administered using computer adaptive testing and scored using item response theory. Data are presented from the validation of the English versions in a sample of adults ages 20–85 years (Spanish results will be presented in a future publication). Both tests demonstrated high test–retest reliability and good construct validity compared to corresponding gold-standard measures. Scores on the NIH Toolbox measures were consistent with age-related expectations, namely, growth in language during early development, with relative stabilization into late adulthood. (JINS, 2014, 20, 1–10)
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Bernal, Marcelo, and Paúl Bernal. "Using reading to teach English as a foreign language." MASKANA 11, no. 2 (December 21, 2020): 18–26. http://dx.doi.org/10.18537/mskn.11.02.02.
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Generally, teaching English as a foreign language (EFL) at elementary, secondary, and university levels in Ecuador focuses primarily on applying teacher-centered approaches or on merely following up on the English textbooks’ scope and sequence. There is much emphasis on developing grammar skills, practicing isolated concepts, and studying different realities depicted in commercial textbooks while neglecting students’ real interests and needs. These traditional practices have created conscious and unconscious conditioning in students, and a significant number of instructors think that English learning is contingent upon grammar rules and the repetition of irrelevant and unnecessary notions, which results in low student academic performance. This descriptive study proposes the use of reading as an educational tool for improving the English teaching and learning process. The researchers applied five reading comprehension tests, three related to General English and two to Academic English, and a confidence level in reading comprehension questionnaire to 37 A1/A2 English third-level university students. Measures of central tendency and variability were used for data analysis. Results show significant improvements in understanding and analyzing texts, high confidence levels for reading in English, and better overall language learning. We suggest making replicas of these didactical practices in other courses offered at the university level.
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Borzenko, Oleksandra Pavlivna, and Yana Pavlishcheva. "Non-Standard Elements at Professional English Lessons." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 2 (June 3, 2019): 18. http://dx.doi.org/10.18662/rrem/115.
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The paper focuses on the issue of using non-standard elements namely educational games provided with the help of an interactive whiteboard at English lessons with non-linguistic students. The purpose of our research is to verify the opportunities of educational games based on using an interactive whiteboard for effective English teaching to non-linguistic students for effective improving English proficiency. Different methods such as observation, questionnaires, discussions and pedagogical experiment were used to study the influence of using educational games provided with an interactive whiteboard in English classes to students’ motivation to learn English and, as a result, to the level of students’ success in the English language. The statistical methods were used as well to measure the results of the pedagogical experiment. The result contrast of the preliminary and final tests confirmed statistically the efficiency of the authors’ technique of using educational games provided with an interactive whiteboard at professional English lessons. The specially developed educational games provided with the help of an interactive whiteboard are presented as examples of non-standard elements in English classes with law students and can be used by any English teachers. The results of the experiment proved statistically effectiveness of the authors’ technique of using non-standard elements for teaching professional English.
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Hambleton, Ronald K., Jiayuan Yu, and Sharon C. Slater. "Fieldtest of the ITC Guidelines for Adapting Educational and Psychological Tests." European Journal of Psychological Assessment 15, no. 3 (September 1999): 270–76. http://dx.doi.org/10.1027//1015-5759.15.3.270.
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Summary: In 1994, the International Test Commission (ITC) and seven other international organizations published a draft set of guidelines for adapting educational and psychological tests from one language and culture to other languages and cultures. The purposes of the research described in this paper were to (1) fieldtest the ITC Guidelines in an actual test adaptation project and (2) suggest any necessary revisions to the Guidelines. The fieldtest involved the adaptation of a 69-item grade-8 mathematics test from English to Chinese. The results were informative because they highlighted the sorts of problems that arise in test adaptation projects. Also, as the first formal evaluation of the ITC Test Adaptation Guidelines, this work was useful to the ITC in suggesting revisions and clarifications. The findings should also be interesting to psychologists interested in cross-cultural research because the Guidelines are being widely adopted for use around the world and evidence of their validity is important.
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ALCOCK, K. J., K. NOKES, F. NGOWI, C. MUSABI, A. MBISE, R. MANDALI, D. BUNDY, and A. BADDELEY. "The development of reading tests for use in a regularly spelled language." Applied Psycholinguistics 21, no. 4 (December 2000): 525–55. http://dx.doi.org/10.1017/s0142716400004069.
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Data are presented on the development of tests of reading skill for primary school pupils in rural Tanzania. Instruction in these schools is in Kiswahili, a regularly spelled language. Using a translation of a standard reading test, children can read aloud all words once they have learned the sound– letter correspondences, regardless of comprehension. In addition, children can pass traditional comprehension tasks by decoding only some of the words. Three graded tests were developed to test children who had only some letter knowledge, could read single words, or were proficient readers. The tests required children both to decode and to understand the reading material in order to achieve high scores. The tests correlated well with scores on other educational achievement tests and showed age and school grade differences. It is suggested that these tests are useful measures of reading development in a regularly spelled language. Their adaptation to English and validation against standardized instruments are planned.
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Yoo, Hanwook, Venessa F. Manna, Lora F. Monfils, and Hyeon-Joo Oh. "Measuring English language proficiency across subgroups: Using score equity assessment to evaluate test fairness." Language Testing 36, no. 2 (May 22, 2018): 289–309. http://dx.doi.org/10.1177/0265532218776040.
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This study illustrates the use of score equity assessment (SEA) for evaluating the fairness of reported test scores from assessments intended for test takers from diverse cultural, linguistic, and educational backgrounds, using a workplace English proficiency test. Subgroups were defined by test-taker background characteristics that research has shown to be associated with performance on language tests. The characteristics studied included gender, age, educational background, language exposure, and previous experience with the assessment. Overall, the empirical results indicated that the statistical and psychometric methods used in producing test scores were not strongly influenced by the subgroups of test takers from which the scores were derived. This result provides evidence in support of the comparability and meaning of test scores across the various test-taker groups studied. This example may encourage language testing programs to incorporate SEA analyses to provide evidence to inform the validity and fairness of reported scores for all groups of test takers.
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Lee, Ju Seong. "The role of informal digital learning of English and a high-stakes English test on perceptions of English as an international language." Australasian Journal of Educational Technology 36, no. 2 (May 15, 2020): 155–68. http://dx.doi.org/10.14742/ajet.5319.
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This study investigated the relationship among informal digital learning of English (IDLE) practice, a high-stakes English test, English productive skills, and perceptions of English as an international language (EIL). Eighty-nine English as a foreign language (EFL) undergraduate students across three South Korean cities participated in the study. The participants submitted their scores in the Test of English for International Communication (TOEIC, South Korea’s most popular high-stakes English test), took English speaking and productive vocabulary-level tests, and completed surveys that measured the frequency of their IDLE activities and EIL perceptions. Results of the hierarchical multiple regression analyses showed that IDLE practice and TOEIC scores were significant predictors of EIL perceptions. The structural equation modelling analysis further revealed that IDLE practice partially mediated the relationship between TOEIC scores and EIL perceptions. This indicates that students with higher TOEIC scores tended to practise IDLE activities more frequently, which enabled them to experience diverse accents and users of English and, in turn, help increase their EIL perceptions. It also suggests that more proficient EFL speakers may not necessarily become competent EIL users. These findings are discussed with consideration of South Korea’s socio-educational contexts, followed by pedagogical implications for English language educators and test developers.
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Vinke, Diana. "De Haalbaarheid Van Engelstalig Onderwijs in Nederland." Spreken in moedertaal en vreemde taal 54 (January 1, 1996): 71–81. http://dx.doi.org/10.1075/ttwia.54.07vin.
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One way of internationalizing education is introducing an international language - such as English - as the medium of instruction. But for Dutch lecturers English is a foreign language, of which they problably have a less adequate command. This may raise the issue whether the quality of their instruction is affected by a change of instructional language. Research conducted at Delft University of Technology reveals that Dutch lecturers experience language-related limitations because of the switch from Dutch to English. These limitations pertain to their vocabulary, the redundancy of their subject matter presentations, and their clarity and accuracy of expression. Other findings reveal a decrease in lecturers' speech rate, their expressiveness and their improvising skills. Lecturers' reduced use of these teaching behaviours may decrease student learning. Developing teaching-performance-based language tests and language courses focusing on 'teaching in English' are one way of reducing this potential loss of educational quality.
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Su, Brooke M., Jason S. Park, and Dylan K. Chan. "Impact of Primary Language and Insurance on Pediatric Hearing Health Care in a Multidisciplinary Clinic." Otolaryngology–Head and Neck Surgery 157, no. 4 (September 12, 2017): 722–30. http://dx.doi.org/10.1177/0194599817725695.
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Objective This study aims to describe the effects of primary language and insurance status on care utilization among deaf or hard-of-hearing children under active otolaryngologic and audiologic care. Study Design Cross-sectional analysis. Setting Multidisciplinary hearing loss clinic at a tertiary center. Subjects and Methods Demographics, hearing loss data, and validated survey responses were collected from 206 patients aged 0 to 19 years. Two-sided t tests and χ2 tests were used to obtain descriptive statistics and hypothesis testing. Results Of the sample, 52.4% spoke primarily English at home. Non-English-speaking children and families were less likely to receive psychiatric counseling (12.2% vs 35.2% in the English group, P < .001) and reported more difficulty obtaining educational interventions ( P = .016), and 68.9% had public insurance. Parents of publicly insured children were less likely to know the type or degree of their child’s hearing loss (56.9% vs 75.4%, P = .022), and these children were older on presentation to the clinic (8.5 vs 6.5 years of age, P = .01) compared to privately insured children. Publicly insured children were less likely to receive cochlear implants ( P = .046) and reported increased difficulty obtaining hearing aids ( P = .047). While all patients reported impairment in hearing-related quality of life, publicly insured children aged 2 to 7 years were more likely to perform below minimum thresholds on measures of auditory/oral functioning. Conclusion Even when under active care, deaf or hard-of-hearing children from families who do not speak English at home or with public insurance face more difficulty obtaining educational services, cochlear implants, and hearing aids. These findings represent significant disparities in access to necessary interventions.
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Vu, Duy Van, and Elke Peters. "Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review." Education Sciences 11, no. 9 (September 21, 2021): 563. http://dx.doi.org/10.3390/educsci11090563.
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This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary in Vietnam to reveal current issues and provide relevant recommendations. Empirical studies on Vietnamese EFL learners’ vocabulary acquisition are also discussed with an aim to shed light on how vocabulary can be acquired by Vietnamese EFL learners and subsequently draw important pedagogical implications. In addition, we look into the lexical component of high-stakes English tests in Vietnam, calling for more attention to the lexical profiles and lexical coverage of those tests. Finally, we provide concluding remarks and research-informed recommendations for EFL vocabulary learning and teaching in Vietnam to elaborate on how vocabulary can be effectively learned and taught.