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Artículos de revistas sobre el tema "Language education testing"

Autor: Grafiati

Publicado: 7 de junio de 2025

Última modificación: 2 de agosto de 2025

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1

Agcam, Reyhan, and M. Pinar Babanoglu. "Students’ Perceptions of Language Testing and Assessment in Higher Education." unibulletin 5, no. 1-2 (2016): 66–77. http://dx.doi.org/10.22521/unibulletin.2016.512.6.

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Penman, Christine. "Testing the untestable in language education." Language and Intercultural Communication 12, no. 4 (2012): 388–90. http://dx.doi.org/10.1080/14708477.2012.722104.

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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 desc

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4

Noijons, José. "Testing Computer Assisted Language Testing." CALICO Journal 12, no. 1 (2013): 37–58. http://dx.doi.org/10.1558/cj.v12i1.37-58.

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Much computer assisted language learning (CALL) material that includes tests and exercises looks attractive enough but is clearly lacking in terms of validation: the possibilities of the computer and the inventiveness of the programmers mainly determine the format of tests and exercises, causing possible harm to a fair assessment of pupils' language abilities. This article begins with a definition of computer assisted language testing (CALT), followed by a discussion of the various processes involved. E3oth advantages and disadvantages of CALT are outlined. Psychometric aspects of comput

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5

Zelenicka, Elena, Renata Pavlova, Olga Csalova, and Pavol Burcl. "Language Testing and Certification in an International Context." Integration of Education 27, no. 1 (2023): 155–70. http://dx.doi.org/10.15507/1991-9468.110.027.202301.155-170.

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Introduction. The aim of this research is to define what role continuous assessment plays in foreign language teaching. We analysed some of the most frequent communication and language mistakes by our research sample students in their written communications at the B2 level. We believe these correlations have yet to be closely studied in the context of the foreign language teaching process since there is a significant increase in the number of international students entering Slovak universities for programs implemented in the Slovak language. We also researched the current interest of our non-S

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Knoch, Ute. "Research in language assessment." Language Teaching 50, no. 1 (2016): 138–42. http://dx.doi.org/10.1017/s0261444816000331.

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Since its inception in 1990, the Language Testing Research Centre (LTRC) at the University of Melbourne has earned an international reputation for its work in the areas of language assessment and testing as well as program evaluation. The mission of the centre is: (1) to carry out and promote research and development in language testing; (2) to develop tests and other appropriate proficiency measurement instruments for English and other languages; (3) to evaluate programmes of language learning and teaching; (4) to provide consultancy services in evaluation and testing; and (5) to provide educ

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7

Ali, Md Maksud, M. Obaidul Hamid, and Ian Hardy. "Ritualisation of testing: problematising high-stakes English-language testing in Bangladesh." Compare: A Journal of Comparative and International Education 50, no. 4 (2018): 533–53. http://dx.doi.org/10.1080/03057925.2018.1535890.

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8

Curtis, Andy. "Book review: Testing the Untestable in Language Education." Language Testing 30, no. 4 (2013): 557–60. http://dx.doi.org/10.1177/0265532212475126.

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Laborda, Jesús García. "Interface architecture for testing in foreign language education." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2754–57. http://dx.doi.org/10.1016/j.sbspro.2009.01.488.

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10

Tomlinson, B. "Testing to learn: a personal view of language testing." ELT Journal 59, no. 1 (2005): 39–46. http://dx.doi.org/10.1093/elt/cci005.

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11

Karami, Hossein. "The quest for fairness in language testing." Educational Research and Evaluation 19, no. 2-3 (2013): 158–69. http://dx.doi.org/10.1080/13803611.2013.767618.

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LoRe, Anthony G., and Nic Underhill. "Testing Spoken Language. A Handbook of Oral Testing Techniques." Hispania 71, no. 4 (1988): 846. http://dx.doi.org/10.2307/343295.

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13

Crandall, JoAnn (Jodi). "LANGUAGE TEACHER EDUCATION." Annual Review of Applied Linguistics 20 (January 2000): 34–55. http://dx.doi.org/10.1017/s0267190500200032.

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Language teacher education programs are likely to be housed in departments of applied linguistics, education, or languages and literature: These three disciplines provide the knowledge base and opportunities for developing skills and dispositions for both prospective and experienced teachers. Until recently, applied linguistics (psycholinguistics, sociolinguistics, discourse analysis, language description, and language teaching and testing methodology) formed the core of language teacher education, not unexpected, since language teaching has historically been the primary focus of applied lingu

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14

Rogers, Vivienne E., Paul Meara, Rachel Aspinall, et al. "Testing aptitude." EUROSLA Yearbook 16 (August 10, 2016): 179–210. http://dx.doi.org/10.1075/eurosla.16.07rog.

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Meara (2005) developed the LLAMA tests as a free, language-neutral, user-friendly suite of aptitude tests incorporating four separate elements: vocabulary learning (LLAMA_B), phonetic (implicit) memory (LLAMA_D), sound-symbol correspondence (LLAMA_E) and grammatical inferencing (LLAMA_F) based on the standardised MLAT tests (Carroll & Sapon 1959). Recently, they have become increasingly popular in L2 acquisition research (Grañena & Long 2013b). However, Meara has expressed concern about the wide use of these tests without validity testing (cf. Grañena 2013a). To this end, we investigat

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15

Ryabinin, A. E. "Education Testing System by Artificial Intelligence." Philosophical Problems of IT & Cyberspace (PhilIT&C), no. 2 (December 18, 2023): 90–107. http://dx.doi.org/10.17726/philit.2023.2.7.

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The article describes the possibilities of using and modifying existing machine learning technologies in the field of natural language processing for the purpose of designing a system for automatically generating control and test tasks (CTT). The reason for such studies was the limitations in generating theminimumrequired amount ofCTtomaintain student engagement in game-based learning formats, such as quizzes, and others. These limitations are associated with the lack of time resources among training professionals for manual generation of tests. The article discusses the applied research of th

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16

Lu, Dong, and Zhou Wu. "Internet Based Chinese Language Distance Education System." Advanced Materials Research 143-144 (October 2010): 457–61. http://dx.doi.org/10.4028/www.scientific.net/amr.143-144.457.

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Distance education is the process of creating an educational experience of equal quality for the learner to best suit their needs outside the classroom. The types of available technologies used in distance education are divided into two groups: synchronous and asynchronous. Synchronous technology is a mode of online delivery where all participants are "present" at the same time requiring a timetable to be organized. Distance education has long had trouble with testing. The delivery of testing materials is fairly straightforward, which makes sure it is available to the student and he or she can

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17

Davies, Alan. "COMPUTER-ASSISTED LANGUAGE TESTING." CALICO Journal 1, no. 5 (2013): 41–43. http://dx.doi.org/10.1558/cj.v1i5.41-43.

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This paper was written as a report to the British Council's English Teaching Advisory Committee, July 1983.Despite current feelings among many that testing has come of age in CAI, there are several areas where we are still in need of better understanding. There are a number of testing techniques which can be effective if matched to our needs. One effective way to describe testing purposes and techniques is to describe the relationships between the population of all possible test items, the actual sample of this population to be used, and the learner's control of this sample. Only when correct

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18

Mayher, John S., and Rita S. Brause. "Learning through Teaching: Is Testing Crippling Integrated Language Education?" Language Arts 63, no. 4 (1986): 390–96. http://dx.doi.org/10.58680/la198625671.

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19

Seal, B. C. "Psychological Testing of Sign Language Interpreters." Journal of Deaf Studies and Deaf Education 9, no. 1 (2004): 39–52. http://dx.doi.org/10.1093/deafed/enh010.

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20

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 (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 gen

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21

Brown, James Dean, and Nic Underhill. "Testing Spoken Language: A Handbook of Oral Testing Techniques." TESOL Quarterly 23, no. 1 (1989): 144. http://dx.doi.org/10.2307/3587522.

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22

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

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The article discusses the conditions for the use of computerized dynamic adaptive tests to provide developing training and monitoring in the field of foreign language education. Dynamic adaptive test simulators used as a tool for personalizing and monitoring foreign language education are still insufficiently represented in the educational practice of the Russian Federation. The authors of the article offer recommendations on the use of dynamic adaptive audio test simulators for monitoring foreign language education. As indicators of monitoring, the parameters characterizing the learning abili

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23

Pandey, Gopal Prasad. "Language Testing Reimagined: Enhancing Teaching and Learning in English Education." Journal of Practical Studies in Education 5, no. 6 (2024): 16–24. http://dx.doi.org/10.46809/jpse.v5i6.92.

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This paper explores the role of language testing in English education, focusing on its theoretical foundations, methodologies and practical applications. It analyzes how language tests fulfill various purposes, such as placement, progress monitoring, achievement evaluation and diagnostic feedback, underlining the importance of a critical understanding of their designs and implementations. Grounded in established frameworks like behaviorism, communicative competence, and sociocultural theory, the study traces the evolution of testing approaches and their integration with teaching and assessment

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24

Inbar-Lourie, Ofra. "Teacher Involvement in High-Stakes Language Testing." ELT Journal 73, no. 2 (2019): 226–28. http://dx.doi.org/10.1093/elt/ccy063.

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25

Hall, Graham. "Teacher Involvement in High-Stakes Language Testing." ELT Journal 73, no. 2 (2019): 229–31. http://dx.doi.org/10.1093/elt/ccz002.

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26

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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27

Riordan, Emma. "Language education for non-native speaker language teachers." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 44–55. http://dx.doi.org/10.35903/teanga.v24i0.42.

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For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the intro

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28

Patria, Aditya Nur, and Fitri Alfarisy. "Exploring potential use of language testing to foster environmental education." E3S Web of Conferences 448 (2023): 03027. http://dx.doi.org/10.1051/e3sconf/202344803027.

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Environmental education is commonly integrated into classroom materials of many subjects to support SDGs. The topic on environment is potentially used in language testing. This will allow washback effect of the learning of the environmental issues which, hence, increase the test takers awareness. The present study aims to identify the potential benefits of integrating environmental issues into language testing. According to the study, integration of the topics should be done with caution to avoid construct-irrelevant variance. Unfamiliar topics frequently cause some issues in language testing,

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29

Rahman, Kh Atikur, Mohammad Rukanuddin, Mst Sabrina Yasmin Chowdhury, Shaila Ahmed, and Prodhan Mahbub Ibna Seraj. "Recognizing Stakeholders and Factors Mediating Washback in Language Testing." Education Research International 2023 (December 20, 2023): 1–9. http://dx.doi.org/10.1155/2023/5548723.

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Any test or assessment’s effect on teaching and learning is termed as “washback”. Empirical studies conducted in this area are relatively recent, starting with the remarkable work of Alderson and Wall in 1993. Studies conducted thereafter inquired into different aspects of washback. In light of these studies, this critical review would explore the stakeholders of washback and the factors outside of the test itself which could affect how it has an impact. It indicates that although a test’s washback remains at the core of the complex connection among classroom teaching, learning, and assessment

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30

Preusler, Sandra, Steffen Zitzmann, Isabell Paulick, Jürgen Baumert, and Jens Möller. "Ready to read in two languages? Testing the native language hypothesis and the majority language hypothesis in two-way immersion students." Learning and Instruction 64 (December 2019): 101247. http://dx.doi.org/10.1016/j.learninstruc.2019.101247.

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31

Dalton-Puffer, Christiane, Klaus-Börge Boeckmann, and Barbara Hinger. "Research in language teaching and learning in Austria (2011–2017)." Language Teaching 52, no. 02 (2019): 201–30. http://dx.doi.org/10.1017/s026144481900003x.

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AbstractThis overview of seven years of research on language learning and teaching in Austria reflects a period of steady growth for the language teaching and learning research community, a development due to a national policy agenda aiming for a stronger research base in teacher education. The target languages of the teaching and learning processes investigated are primarily German, English, French, Italian, Spanish as well as several Slavic languages, reflecting the geographical, sociolinguistic and language policy situation of this increasingly multilingual country. This multilingualism mea

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32

Macswan, Jeff, and Kellie Rolstad. "How Language Proficiency Tests Mislead Us about Ability: Implications for English Language Learner Placement in Special Education." Teachers College Record: The Voice of Scholarship in Education 108, no. 11 (2006): 2304–28. http://dx.doi.org/10.1177/016146810610801103.

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The authors argue that English language learner (ELL) language assessment policy and poor language tests partly account for ELLs’ disproportionate representation in special education. Previous research indicates that many states routinely assess ELLs’ first language (L1) at initial enrollment and that ELLs identified as limited in both languages have relatively high rates of identification in special education. Two common tests, the Language Assessment Scales-Oral (LAS—O) Español and the Idea Proficiency Test I–Oral (IPT) Spanish, are shown to identify 74% and 90%, respectively, Spanish-backgr

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33

Turner, Carolyn E. "Fundamental Considerations in Language Testing: A Critique." Canadian Modern Language Review 48, no. 2 (1992): 394–97. http://dx.doi.org/10.3138/cmlr.48.2.394.

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Pershey, Monica Gordon. "Testing-Based Education Reforms and Implications for Speech-language Pathologists." Perspectives on School-Based Issues 4, no. 1 (2003): 46–52. http://dx.doi.org/10.1044/sbi4.1.46.

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Larson, Jerry W., and Harold S. Madsen. "COMPUTERIZED ADAPTIVE LANGUAGE TESTING: MOVING BEYOND COMPUTER-ASSISTED TESTING." CALICO Journal 2, no. 3 (2013): 32–37. http://dx.doi.org/10.1558/cj.v2i3.32-37.

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Tests with their many inexact measurements have been the concern of psychometricians for many years. The two issues of adequate precision and a common 'yardstick' for measuring persons of different abilities have been particularly difficult to deal with. Computer-adaptive testing holds great promise in dealing with these and related issues in the field of testing. This paper describes several test variables of concern and explains the concept of computer-adaptive testing and its relationship to these variables.

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von Post, Christina, Patrik Wikström, Helge Räihä, and Vilmantė Liubinienė. "Values and Attitudes of Nordic Language Teachers Towards Second Language Education." Sustainable Multilingualism 10, no. 1 (2017): 194–212. http://dx.doi.org/10.1515/sm-2017-0010.

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Summary Issues in minority education in relation to citizenship have received more attention lately, because of new requirements for language testing in several countries (Bevelander, Fernandez & Hellström, 2011, p. 101). The acquisition of citizenship is more decisive for immigrant participation in society than the duration of stay in the country (Bevelander, Fernandez & Hellström, 2011). The second language is crucial for active citizenship and integration in this perspective. Most countries in the EU (except Ireland and Sweden) have language requirements for citizenship and the use

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37

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.

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Stoynoff, Stephen, J. Charles Alderson, Caroline Clapham, Dianne Wall, Andrew D. Cohen, and Bernard Spolsky. "Resources in Language Testing and Assessment." TESOL Quarterly 30, no. 4 (1996): 781. http://dx.doi.org/10.2307/3587936.

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Woods, Caroline, and Ted Neather. "Target language testing in KS4 examinations." Language Learning Journal 10, no. 1 (1994): 19–21. http://dx.doi.org/10.1080/09571739485200311.

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Powell, Bob, Ann Barnes, and Suzanne Graham. "Teachers' views on target language testing." Language Learning Journal 14, no. 1 (1996): 3–9. http://dx.doi.org/10.1080/09571739685200301.

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O’Sullivan, Barry. "Book Review: Washback in language testing." Language Teaching Research 9, no. 1 (2005): 113–22. http://dx.doi.org/10.1191/1362168805lr157xx.

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Fulcher, Glenn. "The ‘communicative’ legacy in language testing." System 28, no. 4 (2000): 483–97. http://dx.doi.org/10.1016/s0346-251x(00)00033-6.

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Linville, Heather. "Making classroom teachers language testing experts." Linguistics and Education 22, no. 3 (2011): 296–97. http://dx.doi.org/10.1016/j.linged.2011.02.012.

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Geranpayeh, Ardeshir. "Leveraging Computational Psychometrics for Language Testing." Language Teaching Research Quarterly 37 (November 2023): 204–12. http://dx.doi.org/10.32038/ltrq.2023.37.11.

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The recent surge in the popularity of Large Language Models (LLM) for language assessment underscores the growing significance of cost-effective language evaluation in our increasingly digitalized society. This paper posits that the application of computational psychometrics can enable the incorporation of technology into language assessment, enhancing test accessibility for learners while simultaneously elevating the precision of language proficiency evaluation. In this context, computational psychometrics is defined as a fusion of theory-based psychometrics and data-driven methodologies draw

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Solano-Flores, Guillermo, and Min Li. "Language Variation and Score Variation in the Testing of English Language Learners, Native Spanish Speakers." Educational Assessment 14, no. 3-4 (2009): 180–94. http://dx.doi.org/10.1080/10627190903422880.

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Shohamy, Elana. "The relationship between language testing and second language acquisition, revisited." System 28, no. 4 (2000): 541–53. http://dx.doi.org/10.1016/s0346-251x(00)00037-3.

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Andersson, Tim, and Pablo Picazo-Sanchez. "Closing the Gap: Automated Distractor Generation in Japanese Language Testing." Education Sciences 13, no. 12 (2023): 1203. http://dx.doi.org/10.3390/educsci13121203.

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Recent advances in natural language processing have increased interest in automatic question generation, particularly in education (e.g., math, biology, law, medicine, and languages) due to its efficiency in assessing comprehension. Specifically, multiple-choice questions have become popular, especially in standardized language proficiency tests. However, manually creating high-quality tests is time-consuming and challenging. Distractor generation, a critical aspect of multiple-choice question creation, is often overlooked, yet it plays a crucial role in test quality. Generating appropriate di

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48

Khorunzhaya, Yu S., and D. Z. Ostrirova. "Foreign language testing in offline and online formats." Professional education in the modern world 13, no. 2 (2023): 327–35. http://dx.doi.org/10.20913/2618-7515-2023-2-15.

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Introduction. Improving the quality of education is an important task of the modern Russian educational process, which predetermines the exclusive attention paid to control and measuring materials and the digitalization of assessment procedures. Currently, testing is the most accurate and technologically advanced procedure for determining the level of knowledge, which can be carried out in two formats: offline and online. Purpose setting. Due to the heterogeneity of the wording of the concept of «test», the many classifications of tests, according to various parameters and types of test tasks,

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Shehriyar Younas, Simab Gul, Ansar Raza Khan, and Baseer Ahmad. "The Positive Language Teaching Approach: Integrating Positive Psychology into Language Education." Critical Review of Social Sciences Studies 3, no. 1 (2025): 2238–53. https://doi.org/10.59075/cqm29133.

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This paper aims to introduce the Positive Language Teaching Approach (PLT hereafter), an innovative approach combining positive psychology principles with language learning and teaching to enhance linguistic competence and emotional resilience. The approach is introduced through its theoretical foundations in the PERMA model, emphasizing its potential to foster meaningful, engaging, and collaborative learning experiences. After synthesizing previous research, the components, principles, and limitations of PLT are discussed. Critiques of PLT highlight challenges such as cultural adaptability, r

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Yee, Mary. "What English Language Learners Have to Say about NCLB Testing." Teachers College Record: The Voice of Scholarship in Education 117, no. 13 (2015): 19–38. http://dx.doi.org/10.1177/016146811511701314.

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This study is a phenomenological study that examines the No Child Left Behind testing experience of middle school English language learners (ELLs) through their journal writing. Thirteen students in a seventh/ eighth-grade self-contained Chinese bilingual classroom wrote journal entries in response to a prompt asking their opinion of standardized testing; students responded in either Chinese or English. The author found that students had many incisive critiques of testing and test preparation, articulated reasons for not performing well, expressed their psychological or emotional reactions, an

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