Relevant bibliographies by topics / English language testing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language testing'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "English language testing"

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Elder, Catherine, and Luke Harding. "Language testing and English as an international language." Australian Review of Applied Linguistics 31, no. 3 (2008): 34.1–34.11. http://dx.doi.org/10.2104/aral0834.

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Elder, Catherine, and Luke Harding. "Language testing and english as an international language." Australian Review of Applied Linguistics 31, no. 3 (2008): 34.1–34.11. http://dx.doi.org/10.1075/aral.31.3.07eld.

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Palacio, Marcela, Sandra Gaviria, and James Dean Brown. "Aligning English Language Testing With Curriculum." PROFILE Issues in Teachers' Professional Development 18, no. 2 (2016): 63. http://dx.doi.org/10.15446/profile.v18n2.53302.

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<p>Frustrations with traditional testing led a group of teachers at the English for adults program at Universidad EAFIT (Colombia) to design tests aligned with the institutional teaching philosophy and classroom practices. This article reports on a study of an item-by-item evaluation of a series of English exams for validity and reliability in an effort to guarantee the quality of the process of test design. The study included descriptive statistics, item analysis, correlational analyses, reliability estimates, and validity analyses. The results show that the new tests are an excellent addition to the program and an improvement over traditional tests. Implications are discussed and recommendations given for the development of any institutional testing program.</p>
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Khalitovna, Ilona Israilova. "PILOT TESTING PROGRAM FOR ENGLISH LANGUAGE TEACHING IN MEDICAL SCHOOLS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (2022): 173–80. http://dx.doi.org/10.55640/eijmrms-02-04-31.

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This article analyzes the experimental program for running specific study in medical universities on improving quality of study. The main aim is to develop of communicative competence of future medical specialists in their professional activity. It focuses on concrete experiment held in 3 medical universities of Uzbekistan, with the description of program of pilot testing. In order to disseminate and generalize pedagogical experience, the article considers the relevance, theoretical foundations and methodology for conducting and implementing a pedagogical experiment in educational activities.
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Liu, Meihua. "Language Anxiety in Efl Testing Situations." ITL - International Journal of Applied Linguistics 153 (2007): 53–75. http://dx.doi.org/10.2143/itl.153.0.2022821.

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Abstract This paper reports on a study on orai English test anxiety in Chinese undergraduate EFL students at different proficiency levels. Data collected from a 34-item survey observations, and interviews revealed that (1) the majority of the students felt at least somewhat anxious about oral English tests, (2) the more proficient students tended to be less anxious, (3) oral English test anxiety negatively affected students' test performance, (4) a multitude of variables contributed to oral English test anxiety, and (5) most students felt helpless about being anxious about oral English tests. Based on these findings, some suggestions and implications are discussed.
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Bodric, Radmila. "Aligning English grammar testing with European language standards." Zbornik Instituta za pedagoska istrazivanja 47, no. 1 (2015): 129–52. http://dx.doi.org/10.2298/zipi1501129b.

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In recent years, foreign language testing has gained in significance with the advent of The Common European Framework of Reference for Languages (2001) (CEFR), a European language document which set comparable standards for learning, teaching and assessing foreign languages. The CEFR was used to set the research aim of this paper - testing grammar at level B2. The main aim of the research was to determine grammatical competence at level B2 and additional aims included: (a) determining which particular areas of grammar need to be learned by students at level B2, (b) formulating grammatical descriptors for each individual area of grammar, (c) determining the test?s threshold level which would fulfil the criteria for grammatical competence at level B2, and (d) determining the extent to which students have mastered the given areas. The pre-testing was followed by the main testing on the sample of 164 students in two secondary schools. The results indicated that the quantity and quality of grammatical competence was lower than expected: 47% of the population failed to fulfil the basic level of grammatical competence. The causes may be attributed to the factors of a subjective and objective nature. Level B2 is demanding qualitatively as well as quantitatively, regarding both the formal and the functional complexity and scope of language use, which requires intensive language production, high levels of motivation and sound working habits in order to master the given grammatical structures.
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Mönnigmann, Bernd, and Adelija Čulić-Viskota. "Standardised English Language Proficiency Testing for Seafarers." Transactions on Maritime Science 6, no. 2 (2017): 147–54. http://dx.doi.org/10.7225/toms.v06.n02.007.

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This paper aims at pointing out the necessity of raising the levels of both communicative competence and Maritime English knowledge of seafarers, as well as of introducing a common language testing system into maritime education and training. It provides insight into the process of implementation of improvements in a different, but related practice of Aviation English and the relative regulations. Also, the paper presents the accounts of one aircraft accident, and two ship accidents due to the participants’ misunderstanding, or deficiency in English. This is followed by the results of an investigation into the reports published by the Marine Accident Investigation Branch (MAIB) about the sea accidents due to inadequate English language competence, or inadequate professional communication. Although there are commonly more than one cause which combine in each accident, these are usually fuelled by inadequate language competence. It is of utmost importance, especially in emergencies, that all the participants in the maritime venture are adequately competent in Maritime English to handle the emergencies to the benefit of all the persons involved. Therefore, the compulsory introduction of a uniform global language certification is suggested.
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AHMED, Khalid Ahmed Hassan. "THEORY AND PRACTICE IN ENGLISH LANGUAGE TESTING." International Journal Of Education And Language Studies 2, no. 2 (2021): 13–22. http://dx.doi.org/10.47832/2791-9323.2-2.2.

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Success in language teaching and learning is a multidisciplinary process in which language testing is an important pillar of success beside the other surrounding factors which range from the teaching learning context to the learners and teachers’ personal and educational factors. The aim of the present study is to identify to what extent there is a harmony between the teaching learning context on one hand and the theories and techniques of language testing on the other, and whether there is a matching between these theories of language testing and the practicality of these theories. We believe that there is a great mismatch between theories and practice of language testing as a result of the practices and the necessary expertise and knowledge needed in testing. This situation affects, to a great extent, the experience of language teaching learning process. This paper is a qualitative historical survey on language teaching learning context and theories of testing and language testing in particular. To process the study some related studies and literature will be explored, and some instances of language testing will be used to support this theoretical framework and to confirm our hypothesis that there is a gap between what is taught and what is examined. The study will include its importance, the methodological procedures that will be followed to attain the findings, recommendations and suggestions for future studies to let discussion in this area furthered in the future.
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Hall, G. "International English language testing: a critical response." ELT Journal 64, no. 3 (2009): 321–28. http://dx.doi.org/10.1093/elt/ccp054.

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Harding, Luke, Tineke Brunfaut, and Johann W. Unger. "Language Testing in the ‘Hostile Environment’: The Discursive Construction of ‘Secure English Language Testing’ in the UK." Applied Linguistics 41, no. 5 (2019): 662–87. http://dx.doi.org/10.1093/applin/amz017.

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Abstract In parallel with an increased focus on border security in immigration and citizenship policy in the UK (the so-called ‘hostile environment’ policy), Government-approved English language tests for visa and immigration purposes were officially labelled ‘Secure English Language Tests’ (SELTs) in 2010. The proximity of security concerns in language testing with broader national immigration policy objectives suggests a complex role for language tests as gatekeeping devices. This article draws on critical discourse studies to explore this issue. Documents provided in the 2014 tender round for selecting Secure English Language Tests (acquired through a Freedom of Information request) were analysed through a discourse-historical lens (Reisigl and Wodak 2016) to map salient topics and identify discursive strategies used to construct ‘secure English language testing’. Findings show that security is a prominent topic in the tender; prospective bidders are required to meet detailed security requirements and to police subcontractors, and social actors, spaces, objects, policies and procedures are routinely described in securitized terms. Implications are drawn for understanding the role of language tests within broader securitization processes.
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Dissertations / Theses on the topic "English language testing"

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Cheng, Mo-yin Catherina. "Testing and re-testing in Hong Kong F.5 and F.6 English secondary classes." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554372.

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Hamp-Lyons, E. M. "Testing second language writing in academic settings." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381167.

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Cheng, Mo-yin Catherina, and 鄭慕賢. "Testing and re-testing in Hong Kong F.5 and F.6 English secondary classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956348.

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Perea-Hernandez, Jose Luis. "Teacher Evaluation of Item Formats for an English Language Proficiency Assessment." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/436.

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An abstract of the thesis of José Luis Perea-Hernández for the Master of Arts in Teaching English to Speakers of Other Languages presented February 11, 2010. Title: Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Language testing plays a significant role in the collection of systematic information about English Language Learners' ability and progress in K-12 public schools in Oregon. Therefore, the following thesis reports on a process of the development of this assessment as I was at some point one of the members in the test development team and then drew upon teachers' opinions and judgments to compensate for a gap in this process. For instance, despite the fact that Oregon item-writers produced test items in summer 2004, they identified some deficiencies as they followed the process. Therefore, the need of more examples of item formats in order to develop better items, a proper identification of materials for reading and listening and mainly the lack of detailed item test specifications was imminent. Unfortunately, item writers did not posses a guiding document that would allow them to generate items. The item writing process was not `spec-driven'. Hence, these drawbacks in this test (larger project), provide the basis and rationale for this thesis. Thus, the aim of the present study was to identify what item formats worked best based on professional teacher judgment. Then, once identified these were used to detect what items could potentially be reverse-engineered into specifications for future studies or developmental stages of this assessment. Therefore, the purpose of this thesis was to analyze through professional teacher-judgment the suitability of item formats, test items and the construct in a way that would be helpful for future item-writing sessions, but most importantly to the better understanding of teachers devising items for this test. Teachers determined what items and item formats were more suitable in a testing situation for the diverse English language learners according to their relationship to the construct of the test, practicality, cognitive level, appropriateness, and similar tasks as used in classroom instruction. Finally, the outcomes based on teacher feedback allowed the required data to establish a process to reverse-engineer test items and item formats into item test specifications. Thus, based on this feedback a more systematic process was illustrated to demonstrate how item formats can be the basis to reverse-engineer item test specifications.
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Muroya, Akiko. "Testing theories of second language acquisition : evidence from Japanese learners' English." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701637.

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This study investigates five topics that have been at the heart of research into second language (L2) acquisition for over three decades: (1) the nature of early L2 grammars and whether they contain both lexical and functional categories; (2) the role that the native language (L 1) plays in L2 acquisition; (3) the source of variable production by L2 speakers of properties that are categorical for L1 speakers; (4) the relationship between the acquisition of morphological properties and syntactic operations; (S) the involvement of a putative Universal Grammar. These topics are investigated in the context of Japanese-speaking classroom learners of English. Data were collected through two production tasks, one written the other oral. While there have been many studies of the topics in question with naturalistic L2 learners of English, there have been fewer studies with classroom learners. The general view in generative studies ofL2 acquisition has been that linguistic development will be the same, whatever the context of learning. However, this is an empirical question and the present study provides evidence bearing on it. Findings suggest that early-stage learners have grammars for English that have both functional and lexical categories. The functional categories are specified for features that are syntactically relevant (for verb raising, for the determination of obligatory subjects, for appropriate case marking, for the obligatory fronting of wh-words). Properties that are transferred from the Ll are not predictable simply on the basis of comparing differences between the two languages. Variability in production appears to be explicable largely in terms of learners' (re)assembling features for English lexical items which differ from their Japanese counterparts, combined with the difficulty of accessing forms where processing load is heavy (the Missing Surface Inflection hypothesis). There was no evidence of participants needing to acquire the morphological paradigms of English before establishing syntactic rules. Finally, there was limited, but suggestive, evidence that the L2 grammars of+the classroom learners studied are guided by UG.
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Yanagawa, Kozo. "A partial validation of the contextual validity of the Centre Listening Test in Japan." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/267493.

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The purpose of this study was to validate the listening comprehension component of the Centre Test in Japan (henceforth, JNCTL) in relation to contextual parameters and cognitive processing. For the purpose of this study, a comprehensive framework of contextual parameters and a L2 listening processing model was established. This provided a solid theoretical framework for this study, whereby empirical evidence was elicited in relation to contextual parameters and cognitive processing. The elicitation was made through document analysis, focus group interviews, and a large-scale questionnaire administered to stakeholders including 110 high school English teachers and 391 third year students of high schools. The elicited data was subjected to descriptive, quantitative and qualitative analysis. The results of Preliminary studies identified ten possible key parameters to help the JNCTL achieve greater validity. They included the number of opportunities to listen to the input, a lack of hesitations, a lack of overlapping turns, a lack of multi-participant discussions, a lack of variety in the English accents used, a lack of L2 speakers, a lack of inference questions, a lack of non-linear texts, a lack of sandhi-variations, and a lack of natural speech rate. The results of the questionnaire revealed that sandhi-variation was the key parameter to help the current JNCTL achieve greater validity in a direction that would be accepted by the stakeholders, and it was further explored in Main Study in attempt to investigate the effect of sandhi-variation on listening comprehension test performance and the level of cognitive load imposed on the test takers. A series of experiments was conducted involving the manipulation of sandhi-variation. The results revealed that although no statistical difference was found in item difficulty estimates between the sandhi-variation and non-sandhi-variation versions, sandhi-variation may involve double effects on listening comprehension for the test takers. The positive effects could involve providing more prominent phonological difference between accented and unaccented words in connected speech which are produced by sandhi-variation, and this difference may reduce the cognitive load imposed on the test takers. The negative effects may involve increasing the cognitive load imposed on the test takers by obscuring sounds through elision or unclear pronunciation, and disturbing speech perception or word recognition. Recommendations are provided for improving the validity of the current JNCTL and for the development of listening comprehension tests more generally. Implications are also suggested for the teaching of listening at secondary schools in Japan. Lastly, the limitations of the study are outlined and suggestions for further research are proposed.
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Kingen, Sharon A. "When middle school writers compose : exploring relationships of processes, products, and levels of cognitive development." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720404.

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This study was designed first to describe the writing processes and products of students in grades 7, 8, and 9 and second to explore patterns of differences related to cognitive development. From the 117 students enrolled at a midwestern university laboratory school who voluntarily completed the Arlin Test of Formal Reasoning, 12 subjects were chosen on the basis of sex, grade, and test score.Each subject individually wrote four letters. A talk-aloud procedure was employed during three sessions and stimulated recall was used during the last session. Finally, all subjects were interviewed.Audio tapes of interviews and videotapes of writing sessions were transcribed. Final copies of texts were typed. Interview responses were examined and summarized. The letters were rated holistically and scored for audience awareness. Counts of words, T-units, and clauses were conducted. Verbalizations in protocols were coded. Further, all data produced during stimulated recall were examined for information about time use, fluency, and pausing, as well as revising and editing.The data revealed that writers considered themselves capable, but the papers received mediocre ratings and scores. The analysis of products showed that subjects wrote more in response to an expressive/informative task, but syntax was more mature on information and persuasion.Overall, formal thinkers wrote more syntactically mature discourse and usually received higher ratings. The analysis of processes data failed to reveal consistent differences, but there were many similarities. The subjects prewrote mentally and focused on producing text quickly. They reread text and edited often, but they rarely revised. Descriptions of processes and rhetorical principles were vague. Although the writers employed many strategies, had some intuitive sense of purpose and audience, and made decisions on the basis of many factors, they lacked control over their composing activities and were unable to transfer strategies from one task to the next.The study concluded with a series of recommendations for composition instruction and further research, particularly a call for teaching the processes of composing at the middle school level and for measuring the effects of this instruction against the baseline of data provided in this study.<br>Department of Secondary, Higher, and Foundations of Education
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Saville, N. D. "Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider." Thesis, University of Bedfordshire, 2009. http://hdl.handle.net/10547/134953.

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There is no comprehensive model of language test or examination impact and how it might be investigated within educational contexts by a provider of high-stakes examinations, such as an international examinations board. This thesis addresses the development of such a model from the perspective of Cambridge ESOL, a provider of English language tests and examinations in over 100 countries. The starting point for the thesis is a discussion of examinations within educational processes generally and the role that examinations board, such as Cambridge ESOL play within educational systems. The historical context and assessment tradition is an important part of this discussion. In the literature review, the effects and consequences of language tests and examinations are discussed with reference to the better known concept of washback and how impact can be defined as a broader notion operating at both micro and macro levels. This is contextualised within the assessment literature on validity theory and the application of innovation theories within educational systems. Methodologically, the research is based on a meta-analysis which is employed in order to describe and review three impact projects. These three projects were carried out by researchers based in Cambridge to implement an approach to test impact which had emerged during the 1990s as part of the test development and validation procedures adopted by Cambridge ESOL. Based on the analysis, the main outcome and contribution to knowledge is an expanded model of impact designed to provide examination providers with a more effective “theory of action”. When applied within Cambridge ESOL, this model will allow anticipated impacts of the English language examinations to be monitored more effectively and will inform on-going processes of innovation; this will lead to well-motivated improvements in the examinations and the related systems. Wider applications of the model in other assessment contexts are also suggested.
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Reynolds, Judith Marsha. "A description of the language experiences of English Second-Language students entering the academic discourse communities of Rhodes University." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002644.

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This study is a description of the language experiences of English Second Language students in their first year at Rhodes University. It took place in the context of the changes that are currently occurring in higher education in South Africa in terms of student populations. More and more students are entering tertiary education institutions, including HWESUs, such as Rhodes University, who are considered non-traditional. These students typically have English as their second, or additional, language, and have not been adequately prepared for university study by their secondary education. This study describes the experiences of three such students in their first year at Rhodes University. Entry into a university is seen not just as acquiring knowledge, but as entering, or attempting to enter, a new culture. It is recognised that all students enter universities with other cultures or literacies already in place. In the case of non-traditional students tbese other literacies are usually at some distance from those of the university. The work of James Gee (1990) is particularly useful in understanding this process of adjusting to the demands of university study and the effect that previous experiences have on this process. This study is an attempt to discover and describe the literacies that these three students brought with them to university and the effect these literacies had on their attempts to enter academic discourse communities of the university. An ethnographic research method was adopted in order to do this. The study is also an attempt to evaluate, from the perspective of the three students, the appropriacy of the various changes that Rhodes University has made since the numbers of non-traditional students has started to increase.
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鄭敏芝 and Man-chi Sammi Cheng. "Self assessment in the school-based assessment speaking component in aHong Kong secondary four classroom: a casestudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4324080X.

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Books on the topic "English language testing"

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Council, British. English language testing service. British Council, 1988.

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Kitao, S. Kathleen. Essentials of English language testing. Eichosha Co., 1999.

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Kitao, S. Kathleen. Fundamentals of English language testing. Eichosha Co., 1999.

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Testing second language speaking. Longman, 2003.

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Weir, Cyril J. Communicative language testing. Prentice Hall, 1990.

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Communicative language testing. Prentice Hall, 1990.

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Kopriva, Rebecca J. Improving testing for English language learners. Routledge, 2008.

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Fârnoagă, Georgiana. English language achievement testing: Curs special. Universitatea din București, Facultatea de Limbi și Literaturi Germanice, 1985.

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Kopriva, Rebecca J. Improving testing for English language learners. Routledge, 2008.

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Kopriva, Rebecca J. Improving testing for English language learners. Routledge, 2008.

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Book chapters on the topic "English language testing"

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Cayado, Dave Kenneth Tayao, and James F. D’Angelo. "Language Testing." In Philippine English. Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-30.

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Gass, Susan M., and Daniel Reed. "English language testing." In AILA Applied Linguistics Series. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/aals.8.04gas.

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Lennon, Paul. "Language Testing." In The Foundations of Teaching English as a Foreign Language. Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-11.

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Coniam, David, and Peter Falvey. "The English Language Benchmark Subject Committee." In High-Stakes Testing. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6358-9_6.

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Jenkins, Jennifer, and Constant Leung. "Assessing English as a Lingua Franca." In Language Testing and Assessment. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_7.

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Jenkins, Jennifer, and Constant Leung. "Assessing English as a Lingua Franca." In Language Testing and Assessment. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_7-1.

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Poza, Luis E., and Guadalupe Valdés. "Assessing English Language Proficiency in the United States." In Language Testing and Assessment. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_30.

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Poza, Luis E., and Guadalupe Valdés. "Assessing English Language Proficiency in the United States." In Language Testing and Assessment. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_30-1.

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Abedi, Jamal. "Testing of English language learner students." In APA handbook of testing and assessment in psychology, Vol. 3: Testing and assessment in school psychology and education. American Psychological Association, 2013. http://dx.doi.org/10.1037/14049-017.

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Alimi, Modoupe M., and Sibonile Ellece. "Course Design and Testing in an English Programme." In New Language Bearings in Africa, edited by Margaret Jepkirui Muthwii and Angelina Nduku Kioko. Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597282-013.

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Conference papers on the topic "English language testing"

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Endarto, Ignatius Tri, and Karin Lucia Tanojo. "Gamifying Language Testing through Web-Based Platforms." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.29.

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Xiao, Jing, and Jing Wang. "Oral English Testing of English-Majors From the Perspective of Communicative Language Testing Theory." In 2017 3rd International Conference on Humanities and Social Science Research (ICHSSR 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ichssr-17.2017.32.

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Pelleriti, Margherita. "Dyslexic students: from language learning to language testing." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8231.

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This paper will focus on the delicate issue of assessing the language proficiency of dyslexic students in a foreign language, namely English. These learners are usually considered a sub-group of test takers because of their specific learning differences. An overview of dyslexia will be presented, shedding light on the difficulties encountered by dyslexic students during their learning process. Some of the accommodations used during the learning process will be illustrated, along with the accommodations and/or modifications allowed during language testing. Attention will also be paid to fairness and validity represented by accommodations. Moreover, the special requirements allowed by international examination boards during their high-stakes tests will be analysed. Finally, this paper will illustrate what the Italian Law takes into account for dyslexic students and how it is applied at the University of Modena and Reggio Emilia, Italy.Keywords: dyslexia; SpLDs; language testing; learning differences; accommodations; testing validity.
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Huang, Xiang. "The Backwash Effect of Language Testing on Professional English Learning and Teaching." In Proceedings of the 1st International Symposium on Education, Culture and Social Sciences (ECSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/ecss-19.2019.113.

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Guevara, Cesar, Dorys Maribel Cumbe Coraizaca, Mike David Nunez Morales, and Vicente Bolívar Guzmán Bárcenes. "English Pronunciation IPA mobile Application." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001736.

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Technology has helped learners with their pronunciation at the moment of conveying a message, making it easier for them of English to communicate better. Hence, this research was conducted, with the objective to establish to analyze the relationship between the English Pronunciation mobile app in the pronunciation of the English language of students of third level from CTT de los Andes Language Center. To achievethe objectives, a mixed approach methodology was used, which included thirty students divided into two groups. One group was experimental, in which the strategy was applied and the other was controlled, in which the strategy was not applied. Both groups were evaluated using a rubric from the International English Language Testing System (IELTS) for the pre-test and post-test. After the pre-test, an introductory class to phonemes was given to the students. The next step for the experimental group was to get instructions on how to use the mobile app, which helped users with the recognition, awareness and production of English sounds. The development of this study showed that using the mobile app English pronunciation IPA benefits the improvement of the pronunciation from students of the experimental group. After the time period of the experiment, the segmental features of pronunciation used by students, were reinforced with the use of the mobile app.
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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.

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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
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Zeng, Shang-chun, and Ying Shen. "An Investigative Study on the Listening Comprehension Strategies Employed in International English Language Testing System (IELTS)." In 2016 2nd International Conference on Social Science and Higher Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.42.

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Nagy, Renáta, and Dr Vilmos Warta. "Online Assessment of English for Specific Purposes." In 2nd International Conference on Machine Learning Techniques and NLP (MLNLP 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111426.

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The study is about the questions of online assessment of English for Specific Purposes. The focus is on online assessment as a possible future form of language testing which truly has a huge importance hence today’s situation around the globe. It can unquestionably be used as a perspective in a vast array of contents The study is innovative and its main aim is to uncover the intriguing questions and issues of online testing and to enlighten the candidates and professional assessors about the advantages and disadvantages of online testing. A thorough experimental process is currently being implemented involving a process that includes an online questionnaire completed by English and Hungarian students at the Medical School of the University of Pécs. Material and methods include already completed surveys, which will be followed by needs analysis and trial versions of online tests. These surveys do not only question future candidates but also assessors in order to find both perspectives of needs and wants. These include the aspects of tasks, content, skills, technology and others.
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POUYIOUTAS, PHILIPPOS, VICTORIA KALOGEROU, and MARIA POVEDA. "THE INTER TEST WEB-BASED MULTIPLE-CHOICE TESTING SOFTWARE: DEVLOPING AND EVALUATING ON-LINE ENGLISH LANGUAGE TESTS." In Proceedings of the 4th International Conference. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812701664_0001.

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Chuan Xia. "Notice of Retraction: The development of world language testing theory and the research on management methods of college English course grade evaluation." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC 2011). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6010324.

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Reports on the topic "English language testing"

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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