Investigating the Relationship Between Test‐Taker Background Characteristics and Test Performance in a Heterogeneous English‐as‐a‐Second‐Language (ESL) Test Population: A Factor Analytic Approach

Abstract

This study examined the heterogeneity in the English‐as‐a‐second‐language (ESL) test population by modeling the relationship between test‐taker background characteristics and test performance as measured by the TOEFL iBT® using a confirmatory factor analysis (CFA) with covariate approach. The background characteristics studied included: (a) main reason for taking the TOEFL iBT test; (b) time spent studying English; (c) time spent attending a school, college, or university in which content classes were taught in English; and (d) lived in a country where English is the main language. The results indicated that at most levels of the background characteristics studied, there were statistically significant differences in the means of the four underlying latent factors (reading, listening, speaking, and writing) representing English‐language proficiency (ELP). Overall, the effect size differences on the reading, listening, speaking, and writing latent factors among the levels for each of the background variables studied ranged from small to medium. The results of this study provide empirical evidence of the association and possible influence of test‐taker background characteristics on the four underlying latent factors representing ELP and, thus, on test performance.