Response time for English learners on large-scale writing assessments

IntroductionLearning to read when the language of the curriculum differs from one’s home language can pose unique challenges. For example, compared to the language spoken at home, the learner may be less familiar with the sound structure and have relatively limited word knowledge in the language of instruction. In the United States, English is the primary language of reading instruction for students who are English Proficient (EP) and for English Learners (EL). Current evidence indicates that for both EP and EL students, code-based competencies and meaning-based skills are important for learning to read. English-language reading interventions have been shown to be beneficial for EPs and ELs with reading problems, though it is not clear if this is also true when the reading problem is a reading disorder like dyslexia.MethodsThe current study addresses this question by comparing EL and EP student’s reading profile at baseline and changes over time in response to evidence-based English Language Dyslexia Instruction (ELDI) in public schools. One-hundred eighty-six students with dyslexia were followed over the course of two academic years. Assessments measured code and meaning-based reading skills. Multivariate profile analysis and linear mixed effects modeling were conducted to compare baseline reading profiles as well as growth in targeted skills over time.ResultsFindings reveal similar patterns of reading profiles across EL and EP groups, with more severe baseline deficits emerging for ELs. Groups performed equivalently on target reading skills after two years of intensive multi-componential reading intervention.ConclusionFindings confirm and extend previous research, suggesting ELs with Dyslexia can be identified and successfully served through routine practices, including ELDI.

ABSTRACTTest accommodations for English learners (ELs) are intended to reduce the language barrier and level the playing field, allowing ELs to better demonstrate their true proficiencies. Computer-based accommodations for ELs show promising results for leveling that field while also providing us with additional data to more closely investigate the validity and effectiveness of those accommodations. In this study, we evaluate differences across non-ELs and two EL groups in their decision to use either of two computer-based accommodations on high school history and math assessments. We also evaluate differences in response times across these groups. Results showed that ELs used accommodations more than non-ELs; however, many students did not use any accommodations, and use decreased as the assessment progressed. In addition, students had longer response time for items with accommodations in history but not mathematics. Recommendations for future research in accommodations for ELs are discussed.

This paper studies Korean L2 English learners’ responses to negative polar questions (NPQs – i.e., negative yes-no questions), focusing on the differences between EFL learners (those learning English as a foreign language in Korea) and ESL learners (those learning English as US residents). The paper first considers differences in the syntax and semantics of Korean and English NPQs, differences that may lead to misinterpretations when questions are translated from one language to the other. The paper then describes a series of experiments comparing Korean EFL and ESL learners’ responses to English polar questions, focusing on measuring participants’ response times (RTs) and unexpected responses (UERs) to distinct classes of these.

Although listeners can adapt to many challenging listening conditions, often with little apparent effect on recognition accuracy, speed of processing may also affect an individual’s ability to cope with such challenges in everyday contexts. Native and non‐native listeners with either earlier (age 10 or earlier) or later (age 14 or later) ages of immersion in an English‐speaking environment heard six lists of 24 words, each composed of 12 lexically easy target words (high‐frequency words from sparse, low‐frequency phonological neighborhoods) and 12 lexically hard target words (low‐frequency words from dense, high‐frequency phonological neighborhoods) in an open‐set word‐identification task. Word lists were presented in quiet, in a moderate degree of background noise, and with or without a competing digit‐recall task. In the digit‐recall task, listeners saw three or six digits on the monitor prior to presentation of the word list and were asked to recall the digits at the end of the word‐recognition task. While there was no effect of the added digit‐recall task on word‐recognition accuracy, response times for correctly identified items were significantly longer for the digit‐recall condition, for the later learners of English only. Group and word type effects on response times will also be addressed.

Machine-readable databases such as FrameNet (based on frame semantics) and WordNet (based on lexical semantic relations) appeared in the 1990s and became part of the lexicographic scene. The current study argues that FrameNet and WordNet can contribute to addressing the lexicographic challenge of sense delineation and elicit better performance from learners of English as a second language. The study examined the decoding and encoding performance of university students (n = 48) after exposure to modified lexicographic entries from FrameNet, WordNet, and the online Oxford Learner’s Dictionary. The classroom experiment assessed the accuracy of sense selection, user perplexity, and the accuracy of synonym production, and measured the response time for each question. An online survey followed the test, in order to collect further information about students’ dictionary use and evaluation of guide words and definitions. Results revealed significant intergroup differences in the response time, perplexity level, and encoding performance. Learners who consulted the modified FrameNet-based entries were the fastest and most successful among the three groups. Future studies can benefit from simplifying the name of frames in FrameNet and modifying the microstructure of the database for pedagogical purposes.

The cognate effect refers to translation equivalents with similar form between languages—i.e., cognates, such as “band” (English) and “banda” (Spanish)—being processed faster than words with dissimilar forms—such as, “cloud” and “nube.” Substantive literature supports this claim, but is mostly based on orthographic similarity and tested in the visual modality. In a previous study, we found an inhibitory orthographic similarity effect in the auditory modality—i.e., greater orthographic similarity led to slower response times and reduced accuracy. The aim of the present study is to explain this effect. In doing so, we explore the role of the speaker's accent in auditory word recognition and whether native accents lead to a mismatch between the participants' phonological representation and the stimulus. Participants carried out a lexical decision task and a typing task in which they spelled out the word they heard. Words were produced by two speakers: one with a native English accent (Standard American) and the other with a non-native accent matching that of the participants (native Spanish speaker from Spain). We manipulated orthographic and phonological similarity orthogonally and found that accent did have some effect on both response time and accuracy as well as modulating the effects of similarity. Overall, the non-native accent improved performance, but it did not fully explain why high orthographic similarity items show an inhibitory effect in the auditory modality. Theoretical implications and future directions are discussed.

The purpose of the present study is to i~vestigate whether context affects the learner's on-line sentence processing. Yoshida (in press) found that Japanese advanced learners of English processed a sentence based on lexical forms retrieved from verbs. The results of the experiment showed that transitivity and the type of the complement structures affected the learner's on-line processing. when the sentence structure of the incoming material was not consistent with the lexical form the learner expected to appear, then, they needed to reanalyze the sentence and spent longer time. In the present study context which was relevant to the experimental sentence was presented, and whether contextual information affects learner's on-line sentence processing was investigated. HOIJever, the result showed no effect of the context IJas found. The possible factors which accounted for this result were discussed. 1. On-Line Sentence Processing One of the central issues in the study of human sentence processing is what principles guide the parser. In particular, it is of interest to investigate how lexical information affects the course of the processing. Rayner, Frazier and their colleagues (e.g. Frazier, 1987; Frazier & Rayner, 1982; Rayner, Carlson, & Frazier, 1983) suggested that human senence processing is guided by structural principles (e.g. Hinimal Attachment] , and Late ClosureZ ). For example, in processing sentence (1a) and (1b), perceivers will find it more difficult to process (lb) than (1a), because the structure of (lb) is not consistent with the parser's structural decision (Minimal Attachment principle in this case). Thus, they need to reanayze the sentence, which is reflected in response time. The authors further claimed that the detailed lexical (la) The city council [vpargued [~pthe mayor's position] [ADvforcefully.]] (lb) The city council [vpargued [ s[NPthe mayor's position] [vpwas incorrect]]]. information (such as thematic roles) will come into play in the later stage. In other words, lexical information is used as a filter or a checking function. Contrary to the structural. principles, Ford, Bresnan and Kaplan (1982) proposed that each verb has some lexical forms which represent the complement

Structured input and structured output on the acquisition of English passive constructions: A self-paced reading study measuring accuracy, response and reading time

This study investigated the possible effects of motivational factors on the positive effects generated by structured input on the acquisition of English causative passive forms. This investigation builds upon the work carried out within the structured input research framework with the intention to measure online effects utilising a self-paced reading test. The self-paced reading test is a reliable measurement of language processing. Fifty Chinese (L1) subjects participated in the current study. They were all learning English in a university in the United Kingdom. After receiving two motivation questionnaires three groups were formed: structured input low-motivated (n = 15); structured input high-motivated (n = 20); and a control group (n = 15). Pre-tests and post-tests (immediate and delayed) were administered before and after the instructional treatment period which lasted for 3 h over a two-day period. The main findings from this experimental study confirmed the positive effects of structured input in facilitating the correct processing of English causative passive forms (accuracy and response time). The structured input activities groups improved equally from pre-to post-tests and they both retained the positive instructional effects over a 3-week period. Motivation was not a factor influencing the positive results generated by structured input. The present study contributes to the current call in the field for more empirical research to investigate the role of instruction and individual differences and the use of online tests to measure in-depth language processing.

Traditional English online learning pattern suffers from many challenges which include slow response time, and poor‐quality for experiences, due to the remote distance of cloud servers. To solve these problems, this paper proposes an innovative approach which can help to optimize the English learning process by using the fuzzy logic idea based on the cloud platform. On one hand, the fuzzy logic is used to create an intelligent English learning model. On the other hand, using this model, we design a system in which the learning process is carried out efficiently. The experimental results demonstrate that this proposed work can gain students' preferences intelligently and improve their English learning scores effectively.

With the rapid development of modern technology, the use of software and technology in English education is on the rise. Providing abundant resources for school education, making network-based English learning a reality. The purpose of this paper is to design an English writing teaching system based on computer-aided language teaching. In this paper, use a context-based approach to analyze the state of affairs in English learning and management; describe the requirements of an online English learning system (e.g. system goals, core system performance); developed a system suitable for English learning and management in colleges and universities based on the combination of database development tools and technology; and showed the system design according to each functional module; When 600 accounts are logged in at the same time, the client response time was 1.1 Second, the server CPU utilization rate is 14%. Finally, the full text is summarized and the research prospects are put forward.

Implementing a randomized controlled trial design, the present study investigated the effects of two types of accommodations, linguistic modification and a glossary, for English learners (ELs) taking a computer-based mathematics assessment. Process data including response time and clicks on glossary words were also examined to better interpret students’ interaction with the accommodations in the testing conditions. Regression and ANOVA analyses were performed with data from 513 students (189 ELs and 324 non-ELs) in Grade 9. No statistically significant accommodation effects were detected in this study. Process data revealed possible explanations (i.e., student engagement and glossary usage) for the nonsignificant results. Implications for future research on test accommodations for EL students are discussed.

This study provides evidence that resumptive pronouns (RPs) can facilitate the processing of long-distance subject relative clause (RC) dependencies during second language (L2) sentence comprehension, even where they are disallowed in both the first language (L1) and the target language. A test group of 29 L1-Korean L2 learners (L2ers) of English and a control group of 25 native English speakers completed an online self-paced reading task (SPRT) and an offline acceptability judgment task (AJT) designed to test whether RPs reflect Interlanguage grammar representations and/or a strategy to alleviate processing overload. Analysis of the SPRT data from both response times and comprehension question accuracy indicates that RPs assisted the L2ers, but not the native speakers, with dependency resolution in long-distance RCs. For the AJT data, a proficiency effect was observed whereby some lower-proficiency L2ers, but not the higher-proficiency ones or the native speakers, tended to prefer RPs over gaps in long-distance RCs. The implications of these findings and plans for future research are discussed.

Computer technology has created new options for interlanguage pragmatics analysis. Researchers can now quickly test second language (L2) learner’s efficiency in processing pragmatic meaning without relying on paper-and-pencil methods. This chapter presents examples of such technology-enhanced analysis in the comprehension of conversational implicature among learners of L2 English. Previous research has examined implicature comprehension by using paper-and-pencil tests that require learners to read or listen to conversations and identify speakers’ implied intentions by responding to multiple-choice questions. My studies have expanded the scope of this practice by introducing a computer-based listening test that measures both accuracy and speed (response times) in comprehension. These two attributes have been measured to illustrate different processing loads encoded in implicature as well as different stages of development in L2 learners’ ability to comprehend implicature. This chapter presents two studies which exemplify the uses of response time data.

With the rapid development of the information age, the traditional living habits and behavior patterns of human society are gradually broken, and new things are constantly seeping into daily life. Since the 21st century, the popularity of smart phones and the comprehensive coverage of network services have enabled most regions of the world to enter the era of national mobile Internet. Driven by the rapid development of information technology and Internet technology, the integration of mobile phones and APP has brought about significant changes in social situations and disruptive changes in daily life. The main purpose of this paper is to study the construction of English intelligent translation software framework based on deep learning algorithm. Design and development of text analysis, backend server and mobile software for an English learning system. The main modules included setting up an English web server, importing raw data from the learning materials, setting up an Open fire chat server and database connection, establishing communication between MT and the web server, logical display of the learning material data, English listening and reading exercises, and communication between friends. Finally, it was found that the variability in response time did not increase significantly with the number of users, but showed a very moderate upward trend. The test results show that the system structure, code logic and code optimisation meet the requirements of the proposed project and satisfy the users' requirements.