English Language Achievement Test Research Articles

The Relationship between Students’ Perceived EFL Classroom Climate and their Achievement in English Language

This study attempts to investigate the relationship between students. perceived EFL classroom climate and their achievement in English language. The samples of the study were 200 grade 10 students at Gidole and Chencha Preparatory and Secondary schools in Ethiopia. In order to gather data for the study, classroom climate inventory questionnaire and English language achievement test were used. Pearson Product-Moment Correlation was used to examine correlations between students. perceived EFL classroom climate/ subscales and English language achievement score. In order to know the combined effect of students. perceived classroom climate variables on English achievement score, and the relative contribution of each variable, multiple regression was employed. The findings indicated positive and significant relationships between students. perceived EFL classroom climate variables (task challenge, involvement and teacher support) and their English language achievement test mean score. Divergently, no statistically significant relationships were found between some perceived EFL classroom climate variables (cohesiveness, cooperativeness and satisfaction) and students. English language achievement test mean score. Moreover, the finding revealed that classroom climate variables mingled together, predicted students. English language achievement significantly to 20.5%. Specific to the relative contribution of each variable, task challenge was found to be the most predictor of English language achievement. Based on the findings of this study, implications for theory and practice have been drawn.

Effect of Teacher’s Guided Students Peer - Assessment on Teaching and Learning in a Large Class

The study investigated the performance of students in large class in Mathematics and English. It compared the performance of the students using guided peer and teacher’s assessment strategies with a view to determine the impact of teacher’s guided students’ peer - assessment strategy on teaching and learning in a large class. The research design was experimental using control and study groups. The study population consisted of secondary school students in Osun State. One public secondary school was purposefully selected based on the size. Students in SSS2 were purposively chosen based on the fact that all the students offer Mathematics and English Language. The sample size for the study consisted of 119 students, 59 for the study group and 60 for the control groups. The instruments used for the study were Mathematics Achievement Test (MAT) and English Language Achievement Test (ELAT),designed by the subject teachers. The research was conducted giving treatment of peer – assessment for the study group while the control group was not giving treatment .The scores of the students both at post and pre-treatment were recorded and subjected to statistical analysis using F-test and t-test. The results revealed improvement in the performance of students when peer - assessment strategy was used (mean difference=+10.1 for study group and +0.5 for the control group) The scores of both teacher and students’ peer - assessment were not significantly different ( t=1.810, p =>0.05) The mean difference in the performance of students in English Language for the study group was −3.9 and the control group was −15.7. The reduction was much more at the control group but not significant with the study group (t = 0.973 , p > 0.05) but significant with the control group (t=5.411, p< 0.05). There was a significant difference in the performance of students in mathematics with peer - assessment,( t=4.233 ,p< 0.05) and English Language (t = 13.4, p

Emotional intelligence and self-efficacy as determinants of academic achievement in English language among students in Oyo state senior secondary schools

This study investigated the impact of emotional intelligence and self efficacy training on academic achievement in English Language of students in Senior Secondary Schools. The sample consisted of 270 participants drawn from nine co-educational schools across three selected educational zones. Simple random sampling technique was used to select three schools from each zone among those that met the inclusion criteria set for the study. Adopting a pre-test, post-test, control group quasi-experiile mental design, one null hypothesis was tested at 0.05 level of significance. Using Emotional Intelligence Training Package (EIPTA), Self Efficacy Training Package (SEPTA) and English Language Achievement Test (r=0.73), the administration of interventions lasted for eight weeks. Data were analysed using ANCOVA and the Duncan post hoc test to examine the impact of emotional intelligence and self efficacy training on the achievement of senior secondary school students in English language.

Using Vocal and Silent Reading Approaches for the Enhancement of Effective Teaching and Learning of Reading Skills in English Language

This study used the quasi experimental design to investigate the effectiveness of teaching reading skills in English Language through the use of vocal and silent reading approaches in Ini Local Government Area of Akwa Ibom State, Nigeria. A total of 182 junior secondary two (JS II) students made up the sample of this study. The instruments used for this study were Reading Instructional Package (RIP) and English Language Achievement Test (ELAT). From the findings, it was observed that vocal and silent reading approaches enhanced the academic performance of students in English Language. However, there was no significant difference in the academic performance of English Language students taught with vocal and silent reading approaches. The results also showed that gender is not a significant factor in the academic performance of students in English language when taught with vocal and silent reading approaches. It is therefore recommended that silent reading must precede vocal reading and both approaches should be adopted by the English Language teachers for the enhancement of reading skills of the students. Keywords: Reading Skills, Vocal Reading, Silent Reading, Students’ Performance, English Language, Effective Teaching and Learning.

Language testing

05–459Abella, Rodolfo, Joanne Urritia &amp; Aleksandr Schneyderman (Miami-Dade County Public Schools, USA), An examination of the validity of English language achievement test scores in an English language learner population. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 128–144.05–460Chalhoub-Deville, Micheline &amp; Gillian Wigglesworth (U of Iowa, USA; m-chalhoub-deville@uoiwa.edu), Rater judgment and English language speaking proficiency. World Englishes (Oxford, UK) 24.3 (2005), 383–391.05–461Hudson, Thom (U of Hawai'i, Manoa, USA; tdh@hawaii.edu), Trends in assessment scales and criterion-referenced language assessment. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 2–227.05–462Jamieson, Joan (Northern Arizona U, USA; joan.jamieson@nau.edu), Trends in computer-based second language assessment. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 228–242.05–463Major, Roy C. (Arizona State U, USA; roy.major@asu.edu), Susan M. Fitzmaurice, Ferenc Bunta &amp; Chandrika Balasubramanian, Testing the effects of regional, ethnic, and international dialects of English on listening comprehension. Language Learning (Malden, MA, USA) 55.1 (2005), 37–69.05–464McKay, Penny (Queensland U of Technology, Brisbane, Australia; pa.mckay@qut.edu.au), Research into the assessment of school-age language learners. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 243–263.05–465Munro, Miles &amp; Virginia Mann (U of Califormia, Irvine, USA; mmunro@uci.edu), Age of immersion as a predictor of foreign accent. Applied Psycholinguistics (Cambridge, UK) 26.3 (2005), 311–341.

An Examination of the Validity of English-Language Achievement Test Scores in an English Language Learner Population

Approximately 1,700 English language learners (ELLs) and former ELL students, in Grades 4 and 10, were tested using both an English-language (Stanford Achievement Test, 9th ed.) and a Spanish-language (Aprenda, 2nd ed.) achievement test. Their performances on the two tests were contrasted. The results showed that ELL students, for the most part, answered more items correctly on a home-language mathematics test, compared to a similar Englishlanguage math test, regardless of their level of home-language literacy. Additionally, former ELL students are often unable to exhibit their content-area knowledge on English-language achievement tests, possibly due to language and cultural barriers. In summary, the results show that the achievement test results of ELL students, when tested in English, are not always valid measures of their content-area knowledge.