Language Assessment Research Articles

Exploring Self-Reported Quality of Life in Developmental Language Disorder

Purpose: Developmental language disorder (DLD) is a lifelong condition associated with poorer outcomes than neurotypical peers, yet relatively little is known about long-term quality of life in DLD. This preliminary study adopts a neurodiversity-informed approach by exploring self-reported quality of life in an adolescent and young adult DLD sample, as well as linguistic and risk factors contributing to quality of life. Method: Participants were five individuals with DLD aged 12–20 years ( M = 15.60, SD = 3.05). I administered two self-report quality-of-life scales, a language assessment, an experimental morphosyntax task, and measures of risk factors. Data were analyzed descriptively. Results: Participants generally reported positive views about their quality of life, although accessing accommodations and health services emerged as barriers. Relatively better grammaticality judgment performance appeared to be linked with poorer ratings of happiness and the ability to “be yourself.” Nonverbal ability represented a potential risk factor, although there may be a stronger cumulative role for risk factors. Conclusions: Participants with DLD reported relatively good quality of life. Exploratory findings suggest barriers to quality of life in some contexts, as well as roles for individual differences in language and risk factors. These descriptive findings should be examined in larger scale studies and may represent areas of consideration when clinicians address functional challenges that impact mental health and well-being in individuals with DLD. Supplemental Material: https://doi.org/10.23641/asha.27997529

A mixed-method concurrent transformative study of metadiscourse markers employed by L2 speakers: does proficiency level matter?

The current study explored and compared the employment of interactive and interactional metadiscourse markers (MDMs) by the International English Language Testing System (IELTS) speaking test takers at beginner, intermediate, and advanced levels. To conduct this discourse analysis research, a mixed-methods approach with concurrent transformative design was employed. In the quantitative phase, the frequency of MDMs was calculated and compared, while in the qualitative phase, the variety of MDMs was analyzed. The data comprised a total of 36 YouTube videos on the test takers’ performance in part 3 of the IELTS speaking test at different band scores. The IELTS speaking band scores were converted into Common European Framework Reference (CEFR) levels using a converting scale, and the videos were transcribed to be analyzed. The results showed a level-by-level increasing trend in MDM use from beginner to advanced level. Moreover, the highly proficient L2 speakers used a wider range and a larger variety of MDMs in their discussions. The comparison between interactional and interactive MDMs also revealed that L2 speakers, at all proficiency levels, use the former considerably more than the latter. The findings of this study have significant pedagogical implications for language assessment, teaching, and learning, which are discussed in the discussion section in detail.

Assessing Pre-Service Teachers’ Knowledge and Attitudes Towards Language Testing for Citizenship Through LAMAS (Language Accreditation for Migration Attitudes Scale)

ABSTRACT This paper examines (1) teacher candidates’ knowledge of recent migration trends and language accreditation policies, (2) their attitudes towards language testing for migration, and (3) changes in their perceptions after exposure to training and migrant testimonies. Conducted over two years (2021–2023), this mixed-methods study involved 395 candidates from Spain (166), Poland (125), and the Czech Republic (104). Participants completed a migration data test and a pre-survey employing The Language Accreditation for Migration Attitude s Scale (LAMAS), an ad-hoc ten-item scale with three dimensions. The intervention included a comprehensive learning module with readings and visual resources, and exposure to migrant testimonies, followed by a LAMAS-based post-survey, classroom discussions, and reflective reports. Data analysis via SPSS and QDA Miner revealed significant correlations between attitudes and home countries (Kruskal-Wallis test), and notable attitude changes post-treatment (Wilcoxon Sign-Ranked test). The study underscores the enhanced awareness and understanding of language assessment challenges in migration, highlighting the need to integrate these issues into teacher training programs.

Mapping AI’s Integration into Linguistics- A Bibliometric and Thematic Analysis of ChatGPT’s Influence

This study is a systematic and bibliometric analysis of research on artificial intelligence, ChatGPT, and large language models, focusing on the top fifty publications from high-impact linguistics journals indexed in Web of Science and Scopus. This study aims to identify and analyze the historical significance of ChatGPT’s release and its broader influence on linguistic research as a field. Through scientific mapping we examine research publications from before and after the launch of ChatGPT, analyzing how it presents in choice of topics and methodologies. The study presents a thematic review of articles published up to March 2024, categorizing them into major themes such as editorials, survey studies, translation research, and assessment methodologies. Through the use of Bibliometrix software, the research analyzes the geographical networks of articles, authorship collaborations, citations, and recurring keywords. The findings reveal the growing influence of artificial intelligence, particularly ChatGPT, on various subfields of linguistics, and demonstrate how AI technologies are being integrated into areas such as translation, language assessment, and educational practices. By mapping the trajectory of AI’s integration into linguistics, the study offers insights into future research directions, emphasizing the need to continuously assess AI’s impact on educational and linguistic practices.

Task-Based Language Assessment: A Case Study in Effectiveness in EFL Contexts

Language assessment bears profound influence on language learning, especially in foreign language teaching and learning environments. Formative assessment using feedback and correctional strategies facilitates learning very effectively. Task-based language assessment (henceforth TBLA) employed as a formative assessment technique is a comparatively new assessment model. The present paper discusses the results obtained from a qualitative study conducted with undergraduate students at a Saudi university investigating the effectiveness of TBLA as an assessment technique as well as a learning aid helping learners improve their writing skills. Observation, semi-structured interview, and document analysis were used as data collection instruments in the study. The findings show that TBLA aligns very strongly with the given syllabus objectives and enhances learners’ language use and higher order thinking skills. The findings of the present study have serious pedagogical implications in Saudi Arabian EFL contexts as the technique is found to be effective in improving learners’ English writing skills.

Enhancing EFL Education: The Role of Metadiscourse in Language Assessment

This study was motivated by students' low ability to write and communicate effectively in English. This study aims to analyze the effect of metadiscourse on language assessment in the context of EFL (English as a Foreign Language) education. This study is a qualitative research. The subjects involved in the study were students learning English as a foreign language. The data collection method was through a robust literature review to establish basic knowledge of metadiscourse and its significance in language assessment. The review also included important works on metadiscourse language evaluation theory and research investigating the relationship between metadiscourse and language skills proficiency. Using a comparative perspective, the analysis of data from language assessment utilizes pass-linguistic and pass-cultural insights to complement the knowledge of metadiscourse in EFL education. By analyzing how metadiscourse operates in specific languages and cultural contexts, the researchers found widespread patterns in addition to particular language variations in the use of metadiscourse. The results showed that metadiscourse plays an important role in shaping students' language skills ability, discourse competence, and universal communicative effectiveness. In conclusion, integrating metadiscourse in language evaluation provides great hope for improving EFL training and promoting stronger language consequences.

A comparison of two dynamic assessment situations for detecting development language disorder in monolingual and bilingual children

ABSTRACT Bilingual children’s language skills are strongly influenced by exposure to each of their languages, among other linguistic, environmental, and cognitive factors. In the speech and language therapy clinic, it is difficult to disentangle developmental language disorders from insufficient exposure. Dynamic assessment, which directly tests the learning potential of children, offers a promising solution for this dilemma. This study compares the clinical potential of two dynamic assessment situations, varying amount of adult mediation (autonomous computer game vs. interactive story reading with graduated cues), as well as item types (nouns, verbs, and inflections in sentences) and linguistic modalities and tasks (comprehension – word picture matching and acceptability judgement, production – free recall and picture naming). Forty-nine French monolingual and French-Portuguese bilingual children with and without developmental language disorder, aged 5;0 to 7;11 years, were include in the final analyses. Using Lasso regressions, we were able to determine which variables best explain the presence of disorder. A combination of all item types and predominantly receptive tasks, mostly from the interactive situation, was retained for very high classification accuracy (up to 100% sensitivity and 96% specificity). Language status showed no influence, which encourages the use of dynamic assessment in the context of speech and language assessment with bilingual children. This study adds to evidence that dynamic assessment is a promising task for identifying bilingual and monolingual children with developmental language disorder, particularly when the situation involves interaction with graduated cues.

Neuroanatomical correlates of language impairment in non-fluent variant of primary progressive aphasia.

Non-fluent variant of primary progressive aphasia (nfvPPA) is a neurodegenerative disorder with a predominantly speech and language impairment. Apraxia of speech and expressive agrammatisms along with decreased speech fluency and impaired grammar comprehension are the most typical disorder manifestations but with the course of the disease other language disturbances may also arise. Most studies have investigated these symptoms individually, and there is still no consensus on whether they have similar or different neuroanatomical foundations in nfvPPA. In addition, only few works have focused on the functional connectivity correlates. The aim of our study was to simultaneously investigate functional and structural brain-language associations in one group of nfvPPA. Twenty eight patients were enrolled and underwent brain MRI and language assessment. Apraxia of speech, expressive and receptive agrammatisms, repetition, naming and single word comprehension correlates were identified using voxel-based morphometry and resting-state functional MRI (ROI-to-ROI analysis). Among the structural correlates, the most common were inferior frontal gyrus (was associated with fluency, both expressive and receptive agrammatisms) and supramarginal gyrus (apraxia of speech, receptive agrammatisms, naming and repetition). Apart from that, neuroanatomical foundations were different for each of the core nfvPPA language domains, including superior parietal lobule involvement in fluency, temporoparietal areas in receptive agrammatisms and supplemental motor area in apraxia of speech. Functional correlations were even more diverse. In general, connectivity decrease between temporoparietal structures was more typical for expressive and receptive agrammatisms, single word comprehension and naming, while apraxia of speech, fluency and repetition showed connectivity disruption mainly among the frontoparietal region and subcortical structures. Overall, extensive structural and functional changes are involved in the development of language and speech disturbances in nfvPPA with distinctive neuroanatomical foundations for each domain.

Exploring Learning Strategies of Students Studying in English-Medium Instruction Courses: A Case Study in the Thai Context

Despite the abundance of research focusing on the perspectives, challenges, and needs of students learning English as a Medium of Instruction (EMI), there is a lack of studies examining the learning strategies employed by students in different academic disciplines. To fill this research gap, this study investigated the most common learning strategies adopted by students in EMI programs and explored the factors influencing their choice of strategies. The study was conducted at a university in Thailand, involving 40 students from medical and engineering schools. A qualitative research design, utilizing an inductive approach, was employed, with data collection conducted through focus group interviews. The thematic analysis revealed that participants primarily relied on cognitive, language-focused, social, and affective strategies. Nevertheless, only a small number employed metacognitive strategies. Furthermore, four main factors—language barriers, content-related issues, tests and assessments, and anxieties—were found to influence students' selection of learning strategies. Pedagogical implications suggest that Instructors should enhance technological integration, provide language support, offer supplementary study materials, and encourage metacognitive activities to motivate students to reflect on their learning experiences. Collaborative learning and a supportive classroom atmosphere are also essential for EMI courses.

Task design and rater effects in task‐based language assessment

AbstractTask‐based language assessment represents a major component of task‐based language teaching syllabi. Current perspectives emphasise the importance of tasks in the assessment process, suggesting that adherence to influential models of language production during task design yields predictable test outcomes. The current study contends that the significance of the rater has been overlooked, resulting in adverse consequences when employing current task‐based frameworks. The article reviews literature on the rating process, with a focus on interactions between rater characteristics, rating scales, and rater effects. Drawing on the findings of the review, the author proposes a revised model of task‐based language assessment that curbs the impact of task design on test scores. The revised model underscores the need to regard raters as active agents in the assessment process to enhance validity and fairness and makes recommendations about minimizing rater effects.

Development and validation of a fluency rating scale for Swiss German Sign Language

IntroductionSign language fluency is an area that has received very little attention within research on sign language education and assessment. Therefore, we wanted to develop and validate a rating scale of fluency for Swiss German Sign Language (Deutschschweizerische Gebärdensprache, DSGS).MethodsDifferent kinds of data were collected to inform the rating scale development. The data were from (1) focus group interviews with sign language teachers (N = 3); (2) annotated DSGS data from users/learners with various levels of proficiency (i.e., deaf native signers of DSGS, hearing sign language interpreters, and beginning learners of DSGS, approximately CEFR level A1-A2) (N = 28) who completed different signing tasks that were manipulated by preparation time; (3) feedback from raters (N = 3); and (4) complimented with theory from spoken and sign language fluency.ResultsIn the focus group interview, sign language teachers identified a number of fluency aspects. The annotated DSGS data were analyzed using different regression models to see how language background and preparation time for the tasks can predict aspects of fluency (e.g., number and duration of pauses). Whereas preparation time showed only a slight effect in the annotated data, language background predicted the occurrence of fluency features that also informed the scale development. The resulting rating scale consisted of six criteria, each on a six-point scale. DSGS performances (N = 162) (same as the annotated data) from the different groups of DSGS users/learners were rated by three raters. The rated data were analyzed using multi-facet Rasch measurement. Overall, the rating scale functioned well, with each score category being modal at some point on the continuum. Results from correlation and regression analysis of the annotated data and rated DSGS performances complemented validity evidence of the rating scale.DiscussionWe argue that the different sources of data serve as a sound empirical basis for the operationalized “DSGS fluency construct” in the rating scale. The results of the analyses relating performance data to ratings show strong validity evidence of the second version of the rating scale. Together, the objective fluency measures explained 88% of the variance in the rating scores.

Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis.

Children with speech sound difficulties often require educational psychology services, yet systematic reviews examining the association between these difficulties and language or reading problems are lacking. This meta-analysis examines whether these children are at higher risk of language and reading difficulties compared to their peers. The study analyzed 290 effect sizes from cross-sectional and longitudinal studies that compared language and reading skills between children with speech sound difficulties and controls. Additionally, we evaluated 37 effect sizes from correlational studies in general populations to examine the relationship between speech sound skills and language or reading skills. Children with speech sound difficulties showed significant concurrent language (Hedges' g = -0.60) and reading (Hedges' g = -0.58) problems. Correlational studies also demonstrated a relationship between speech sound skills and language (r = .23) and reading (r = .23) skills. Phonological awareness and study quality were significant moderators. Longitudinal studies showed persistent or increasing group differences over time in language (Hedges' g = -0.85) and reading (Hedges' g = -0.50). These findings were consistent regardless of the severity or types of speech sound difficulties, nonverbal IQ, country, age, and publication year. However, a precision-effect test and the precision-effect estimate with standard errors analysis suggested a potential decrease in effect size due to publication bias from small sample sizes in primary studies. Children with speech sound difficulties are at an increased risk of language and reading difficulties, emphasizing the need for broader language assessments and early interventions to mitigate future academic difficulties. https://doi.org/10.23641/asha.27849828.

The importance of needs satisfaction, teacher support, and L2 learning experience in Intelligent Computer-Assisted Language Assessment (ICALA): a probe into the state of willingness to communicate as well as academic motivation in EFL settings

In recent years, Intelligent Computer-Assisted Language Assessment (ICALA) has emerged as a transformative approach in language education, leveraging technology to enhance student assessment and learning processes. Despite its growing importance, there is a scarcity of research investigating the connections among needs satisfaction, teacher support, L2 learning experience, willingness to communicate, and academic motivation—factors that play a crucial role in students’ academic performance in this context. This study addressed the lack of knowledge by examining the impact of needs satisfaction and teacher support among Omani students enrolled in English as a foreign language (EFL) classes. The structural equation modeling data via SMART PLS revealed a positive correlation between needs satisfaction, L2 learning experience, increased willingness to communicate, and academic motivation in ICALA. Furthermore, teacher support positively impacted willingness to communicate, academic motivation, and L2 learning experience. The results facilitate fostering needs satisfaction and teacher support in ICALA and contribute to our understanding of the connections between these variables. A more in-depth discussion is held regarding the significance of the study for educational practices.

Enhancing English Writing Skills through Task-Based Language Assessment for EFL College Students

Enhancing English Writing Skills through Task-Based Language Assessment for EFL College Students

Assessment of Linguistic Profile of Oral-Language-Proficient Hearing-Impaired Children Using Clinical Evaluation of Language Fundamentals: Fifth Edition (CELF5)

Background/Objectives: Specific tests for the assessment of language development and language skills in deaf children are scarce. For this reason, parent inventories and/or standardized tests that are reliable and valid in the hearing population are used. The main aim of this study was to assess the usefulness of the Clinical Evaluation of Language Fundamentals 5 (CELF5) in determining the language skills of hearing-impaired children in a comprehensive way in comparison to their hearing peers. Methods: The sample consisted of 70 deaf and 73 hearing children aged 5–11 years. Although the results show statistically significant differences in language skills between deaf and hearing children, deaf children scored around average on 8 of the 12 subtests of the CELF5. Results: Children using total communication modality had the highest scores, followed by those using oral language and sign language. The CELF5 subtests showed high internal consistency in the deaf group. A percentile scale was also developed for this population group. Conclusions: The CELF5 showed to be a reliable test for the assessment of receptive and expressive language in children with deafness who are competent in oral language. However, further research is needed to develop language assessment tests adapted to the deaf population that are sensitive to different communication modalities.

A systematic review of differential item functioning in second language assessment

A systematic review of differential item functioning in second language assessment

Prenatal to Adulthood: The Responsibility of the Speech-Language Pathologist on the Comprehensive Cleft Palate and Craniofacial Team.

Comprehensive cleft care is an important component when caring for a child with cleft palate with or without cleft lip (CP ± L). Speech-language pathologists (SLPs) serve different capacities on comprehensive cleft palate and craniofacial teams. This tutorial highlights the role of the SLP on the cleft palate and craniofacial team from the prenatal consultation to adulthood. This tutorial emphasizes the importance of collaboration between the cleft team SLP and other professionals on a comprehensive cleft team. Additionally, the tutorial provides education for feeding infants with CP ± L and focuses on assessment and treatment of children with CP ± L before and after the palate repair. Finally, this tutorial underscores the importance of working as part of and collaborating with interdisciplinary team members. SLPs are an essential member of comprehensive cleft teams in addition to other medical providers. SLPs play a critical role on these multidisciplinary teams and are fundamental to the assessment and treatment of feeding, speech, language, and resonance disorders in children with CP ± L. It is critical that SLPs are involved in comprehensive cleft team care from the prenatal consultation through adulthood to monitor resonance, speech, and language development and outcomes.

The interpretation-use argument- the essential ingredient for high quality assessment design and validation.

There is increasing interest in health professions education (HPE) in applying argument-based validity approaches, such as Kane's, to assessment design. The critical first step in employing Kane's approach is to specify the interpretation-use argument (IUA). However, in the HPE literature, this step is often poorly articulated. This article provides guidance on developing the IUA using a worked example involving a workplace performance assessment tool. In developing the IUA, we have drawn inspiration from approaches used in the discipline of language assessment to situate the inferences, warrants and assumptions in the context of the assessment tool. The worked example makes use of Toulmin's model of informal logic/argumentation as a framework to structure the IUA and presents Toulmin diagrams for each inference such that the reader can connect the argument chain together. We also present several lessons learned so the reader can understand the issues we grappled with in developing the IUA. A well laid out IUA allows the argument to be critiqued by others and provides a framework to guide collection of validity evidence, and therefore is an essential ingredient in the work of assessment design and validation.

PISA-Based Assessment Instrument In Javanese Language Learning Grade VIII

This study aims to develop and evaluate PISA based assessment tools for Javanese language learning grade VIII. This research used the research and development (RD) method with the ADDIE model including the stages of analysis, design, development, validation and testing, and media evaluation. PISA-based standard media for evaluating Javanese language learning were developed using the WordPress application and evaluated by a material expert, a media expert, and teachers of Javanese language. The data were collected using questionnaires and analyzed descriptively. The results of the study show that the quality of the assessment media was highly rated by material experts (87.90%), media experts (100%) and Javanese language teachers (100%). Students' opinions on the Javanese language assessment tool were also very positive (85.76%). Overall, the average rating of media quality was 93.42% categorized as Very Good. This research makes a significant contribution to the development of PISA-based evaluation media for Javanese language learning.

Consolidating a Culture of Assessment for Learning

This participatory action research study inquired about EFL teachers’ appropriation of a language education policy through a virtual community of practice on language assessment literacies. From a critical sociocultural perspective, the participants’ appropriation was studied aiming at understanding how their discourses and praxes embraced an AfL culture. During the process, teachers inquired and reflected on their lived experiences as they judged the system’s rationality, sustainability, and justice. The analysis yielded evidence of the consolidation of the policy through five main findings: (1) The community unlocked space for the participants to develop understandings and propose actions. (2) They openly debated their interpretations of the system tenets and shared their practical knowledge. (3) In doing so, they tested their knowledge, beliefs, and self-declared purposes against the official assessment policy. (4) The interactions permitted to infer their internalization of assessment as a socially constructed practice. (5) The learning gained throughout the process allowed for the adjustment of the evaluation system to maximize its practicality and positive impact.