Student Proficiency Development in University Foreign Language Programs

Abstract

University foreign language programs routinely use proficiency tests to monitor student progress and outcomes. Expanding on a previous analysis of speaking proficiency tests scores at one public US university, this study analyzes longitudinal test scores collected over three years at two public universities for speaking, reading, and listening in Arabic, Chinese, French, Russian, and Spanish. Proficiency data were collected with official American Council on the Teaching of Foreign Languages (ACTFL) tests (Oral Proficiency Interview – computer, Reading Proficiency Test, and Listening Proficiency Test). Specifically, growth curve analyses were performed using mixed-effects regression to examine how target language and background characteristics (heritage status, K-12 learning experience, study-abroad experience, and language major/minor status) influence students’ initial proficiency scores and growth over time. By focusing on participants with repeat test data, these analyses highlight individuals’ learning rates in foreign language programs, and the consideration of background characteristic variables further informs interpretations of learner progress and outcomes at the individual and program levels.