Holistic Proficiency Research Articles

Beyond age and intensive exposure: Initial proficiency effects on adolescents’ second language proficiency in an international school

This study investigates the effects of biological age and intensive exposure on L2 learning in an International School context as regards variability in learning rate and L2 development among pre- versus mid-adolescent learners. Longitudinal data collection at three time-points over one year involved semi-guided interviews and written productions among 28 L1-French learners of English in two age groups, either 11 years or 15 years of age. The data were investigated using quantitative measures of accuracy, fluency and holistic proficiency, and analysed with robust repeated measures ANOVAs and ANCOVAs. The findings suggest that the one-year intensive experience of English learning in the International School promoted significant gains in accuracy and holistic proficiency, but only one aspect of fluency, i.e., speech rate. When initial proficiency as Time 1 performance was controlled, the 15-year-old learners performed better than their younger peers only in written proficiency, while the 11-year-olds showed a faster learning rate in some aspects of oral accuracy and fluency. However, initial proficiency eclipsed age and exposure effects on L2 proficiency development during the one-year intensive experience. These results suggest that, for the introduction of short intensive programs in instructed contexts, learners’ initial proficiency and biological age should be considered.

A dynamic usage-based analysis of L2 written complexity development of sojourners

Studies exploring complexity, accuracy, and fluency (CAF) development from a complex dynamic or dynamic usage-based (DUB) systems view are well documented in the literature (Verspoor et al., 2021). However, the analyses in these studies are mostly limited to elementary to intermediate level L2 learners from instructed secondary school settings. The current study thus investigates the relationship between time and holistic judgments of proficiency and syntactic and lexical complexity development in the writings of a group of advanced sojourners during a semester spent abroad, addressing the empirical gaps pertained to different proficiency levels and context. The data are weekly diary entries produced over the course of a 12–17 week stay abroad. The data are analyzed for holistic proficiency gains and syntactic and lexical complexity measures through linear mixed-effects modelling. The results confirm the significance of random individual variation, but also suggests a common developmental path as the participants ended up with significant gains in their holistic proficiency but with more elaborate sentences with fewer verb phrases and less diverse vocabulary.

The Grammatical Forms Connection between Writing and Speaking from EFL Perspectives

The goal of this research is to examine whether Saudi undergraduates who use certain grammatical forms in their writing are able to reproduce the same forms with similar accuracy in their speaking. The sample of the study comprised 180 EFL undergraduates’ (male/female) at the undergraduate level from the Institute of languages at the University of Tabuk. The researchers used varied research instruments including Holistic Proficiency Scores and grammatical Use and Accuracy. The data was analyzed using Pearson Product-Moment Correlation, and SPSS. The findings of the research showed that there is a strong relationship between writing and speaking at varied proficiency levels (intermediate and advanced) but the beginners level revealed a noticeable difference in terms of writing and speaking proficiencies’ development in which some of these learners indicated better improvement in writing compared to speaking and vice versa. In relevance to the explicit existence of grammatical items and their use by beginner learners; they were shown to use a considerable number of these grammatical items in their writing, but revealed comparable accuracy in both writing and speaking. This study recommended that further future research should include a similar longitudinal study looking at how the relationship between speaking and writing may change over time for each individual learner, a finding that is merely hypothesized in the present study. Also, the present study investigates this problem through holistic proficiency assessment and grammatical use and accuracy.

Introducing design thinking in hindi foreign language education: an innovative approach for enhancing holistic proficiency

Abstract. The vast changes of the 21st century have greatly contributed to our life. Technological advancement, internet, instant information, globalization and wider connectivity have provided us better facilities on the one hand and created problems and challenges on the other hand that are different from the previous one. The traditional methods and approaches are no longer sufficient and adequately effective to solve the problems emerged out of the changed environment of 21st century which is moving fast towards the artificial intelligence revolution. Like other walks of our life, this changing paradigm has influenced the education also. Consequently, new insights have led to the discovery of new methods and new approaches to deal with the problems and challenges before us. Design Thinking is one of those approaches that originated in the field of architecture, but being effective for problem solving, it is found to be useful in education also. Nowadays, students’ preferences, their learning objectives and learning tools have entirely changed. In the wake of present circumstances, pedagogical mindset, teaching approach and method needs to be revolutionized through integrating innovative ideas in education. Due to its human-centered approach, Design Thinking can be an important tool in this direction towards solving complex learning problems. Design Thinking has been brought in school education and has yielded better results. It has also been introduced in foreign language education. I believe that the method and approach of design thinking should be introduced in Hindi foreign language education (HFLE) as well. This paper explores possibilities of introducing Design Thinking in HFLE for enhancing holistic proficiency of learners. Key words: Design Thinking, Wicked problems, Analytic, Synthetic, Creativity, Innovation, Collaboration.

The Impact of a Computer-Mediated Shadowing Activity on ESL Speaking Skill Development: A Pilot Study

This pilot study explored the instructional value and potential of a computer-mediated shadowing activity for improving English as a Second Language (ESL) learners’ speech intelligibility. Prospective International Teaching Assistants (ITAs), who were enrolled in an ESL classroom communication class at a large public, completed a computer-mediated shadowing activity using two web resources, Go Animate and TED talks. Then, these adult ESL participants were surveyed on their perceptions of the efficacy of this shadowing activity for improving their pronunciation, intonation, rhythm, and fluency. In addition, participants’ speech samples recorded during the shadowing activity were independently rated by certified ESL speaking exam raters. The evaluation results, including holistic proficiency scores and rater comments, were analyzed in terms of pronunciation, prosodic control, and overall intelligibility of the speech samples. Although the study is inconclusive, findings from this case study suggest that the computer-mediated shadowing activity may well be an effective means to raise ESL learners’ awareness of the problems in their prosodic control and help improve their speech intelligibility.

The Development of L2 Fluency During Study Abroad: A Cross‐Language Study

Examining speech samples from 75 American university students learning 1 of 3 languages (Mandarin, Russian, and Spanish), this article reports on a study of second language (L2) learners’ oral fluency development and its relationship with their gains in holistic proficiency ratings during a semester abroad. In study abroad research, there is a need for large‐scale studies that systematically investigate learners’ L2 development (Kinginger,; Rees & Klapper,). To address this need, the project used a quantitative design involving learners of 3 languages from multiple cohorts and diverse sending and destination institutions. Results from an analysis of 600 speech samples from 150 pretest and posttest Simulated Oral Proficiency Interviews (SOPIs) showed significant increases in speech rate as well as differences between the 3 language groups. The study also investigated the relationship between holistic oral proficiency ratings and fine‐tuned fluency measures and found some limited relationships between them. These findings can provide methodological suggestions for researchers interested in L2 fluency development among study abroad students and implications for foreign language educators and policy makers to promote study abroad and language learning.

Chunk use and development in advanced Chinese L2 learners of English

The use of ‘chunks’ is not only a common and characteristic feature of first language use, but may also be a distinguishing factor between less and more proficient second language users. The present study aimed at investigating potential correlations between chunk use and holistically rated proficiency scores and development over time in advanced Chinese learners of English as a second language (L2) over the course of 18 months of English classes. Neither holistically rated proficiency scores nor common complexity measures had shown any progress in these learners, but a few lexically based measures did. Therefore, the development of chunks in these learners was examined as chunks are mostly lexical in nature and might show more subtle progress over time. The use of chunks was examined in the first and last two texts of the learners and, in line with previous research, it was found that more proficient writers use relatively more chunks, specifically collocations. Chunk coverage, the total number of chunk words divided by the total number of words, also correlated with some holistic proficiency scores, and increased significantly over time. Average chunk length did not show any correlation with proficiency scores nor did it increase over time. Increased proficiency in written texts is thus specifically related to the use of more chunks. This study shows that development in advanced Chinese L2 learners of English appears to be subtle, which might be due to the fact that at this advanced level mainly lexical changes take place. Future research into development over time in advanced learners may thus have to zoom in on lexical measures especially. Implications of this study point to the importance of promoting the use of target language chunks to advanced learners of English.

Learning Over Time: A Literature Review and Case Study

T A. H! HE CONCEPT of Learning Over Time (LOT) has been in the lexicon of athletic training education for several years. To date, there is considerable confusion over the definition of the term and the manner in which the concept should be incorporated into an Athletic Training Education Program (ATEP). The purpose of this report is to (a) review the current peer-reviewed literature and definitions supported by the National Athletic Trainers' Association Education Council and the Commission on Accreditation of Athletic Training Education (CAATE) for a definition of LOT, and (b) present a case study of an approach to documentation of LOT, including an explanation of the manner in which the concept has been incorporated into an ATEP. LOT must be documented to comply with CAATE standards. Many ATEP directors have misinterpreted this requirement to mean that every competency must be repeatedly evaluated throughout a student's progression through the program. Often, the same evaluation form used to initially assess a skill is the same form is used to evaluate LOT. In our opinion, this Is not the intent of the LOT requirement. We have developed a systematic plan for documenting LOT that avoids repetitive evaluations of the same competencies. Our intent is to allow the student to demonstrate acquisition of general skills that incorporate many competencies, which establishes an overall holistic proficiency. A competency is a discrete cognitive or psychomotor skill, whereas proficiency represents a combination of those discrete skills. An example of a competency in knee evaluation might be the use of a goniometer to measure flexion angle, whereas proficiency combines the goniometer measurement with a more complete evaluation.