Language Testing Research Articles

Predictors of self-reported word-finding difficulties in glioma patients – a longitudinal study

ABSTRACT Background Word-finding difficulties are a common self-reported concern in glioma patients known to negatively affect social participation and life satisfaction. Discrepancies between self-reported difficulties and performance on objective tests have been reported, but studies are seldom conducted longitudinally. Aims The aim of the present study was to examine the occurrence of self-reported word-finding difficulties before and during the first year after glioma surgery. In addition, we investigated whether self-reported word-finding difficulties were predicted by standardized language tests and psychological distress. Methods and procedures Twenty-three patients with gliomas (grade 1–3) were assessed pre-surgery, at six and twelve months follow-up. Self-reported word-finding difficulties were addressed with the item I am able to find the right word(s) to say what I mean, from the Functional Assessment of Cancer Therapy – Brain (FACT-Br). Confrontation naming was tested with the Boston Naming Test (BNT), word production with a semantic fluency test and word knowledge with a vocabulary test. Self-reported measures of psychological distress were assessed with the Hospital Anxiety and Depression Scale (HADS). Ordinal regression models were used to examine predictors of self-reported word-finding difficulties. Outcomes and results Word-finding difficulties were reported by 68% of the patients pre-surgery, increasing to 90% and 85% at the following assessments. Significant changes were observed in the magnitude of reported concerns between pre-surgery assessment and six months follow-up. Regression analyses demonstated that self-reported word-finding difficulties were predicted by psychological distress and vocabulary pre-surgery and vocabulary at six months follow-up, whereas confrontation naming and semantic fluency did not become significant in any of the assessments. Conclusion Our results indicate that self-reported word-finding difficulties occurred in a high percentage of glioma patients throughout the first year of illness. Patients reported increased difficulties after surgery that were not predicted by confrontation naming or semantic fluency but by vocabulary performance. The results imply further that psychological distress is a factor that should be taken into account. Self-reported function is an important supplement to objective testing and can provide indications about mental health status and the patients` perspective on language related challenges in everyday life.

Impact of subjective and objective language function and psychological distress on quality of life in glioma patients awaiting surgery

ABSTRACT Background Maintaining quality of life (QoL) and identifying contributing factors is an important aspect of treatment for glioma patients. Little is known about to what extent language function and psychological distress impact QoL before surgery. Aims The aim of the present study was to investigate the impact of subjective and objective language function, as well as psychological distress on domains of QoL before surgery. Methods and procedures Twenty-seven patients (52% female) with a suspected glioma, grade 1‒3 based on symptoms and MRI imaging diagnostics were assessed pre-surgery. Subjective language concerns, psychological distress and QoL were investigated with self-reported questionnaires. A Subjective language index was calculated, based on items addressing word-finding, expression of thoughts, reading and writing. Objective language function was assessed with tasks of naming (The Boston Naming Test), verbal comprehension (Vocabulary and Similarities), verbal fluency (Semantic and Phonemic fluency) and verbal short-term and working memory (Digit span forward and backward). The strength of associations was determined using Spearman’s rho correlations. Linear regression analyses were used to examine predictors for QoL. Outcomes and Results Clinically significant reductions in QoL were found in 48% of the sample. Subjective language concerns were highly common, with 85% reporting some degree of difficulty. Group means on objective language tests were within normative range on the included measures. The Subjective language index correlated significantly with several QoL domains, whereas objective performance mainly correlated with functional well-being. Psychological distress was a strong predictor for QoL. Conclusions The findings demonstrate that reductions in QoL may occur during the diagnostic phase, even before glioma treatment starts. Subjective language concerns and psychological distress contributed to all aspects of QoL and highlight the importance of acknowledging patient-reported information. The results suggest a comprehensive multi-modal assessment of glioma patients pre-surgery, to establish a base-line and facilitate patient-centered treatment planning.

Language exams as a policy instrument

Utilising language management theory (Jernudd and Neustupný 1987; Nekvapil 2016), this paper explores motivations for the language exam as an instrument of organised management in the form of policy in the Czech context and analyzes its outcomes more than ten years after its initial implementation. First, we provide an overview of research on language testing as a form of organised management, discussing how emphasis has been placed on citizenship, and explain the relevance of researching the use of language exams for permanent residence in the European Union, where an important distinction is made between EU and non-EU citizens. We consider the selection of the appropriate Common European Framework of Reference for Languages (CEFR) level for the exam and the overall question of exemptions, which may raise doubts about the exam’s overall effectivity as a tool for the linguistic integration of foreigners. We show that there are several tendencies in the understanding of the situation by individuals who have already passed the exam, including the view of it as a mere formality, and, conversely, as a major hurdle. We conclude by exploring potential policy consequences of these outcomes, emphasising the idea that language support from the state and employers needs to be provided intensively and immediately following the individuals’ arrival in the country.

European foreign language policies, national language testing and ambivalence towards the introduction of the logics of standardisation

Educational policies and priorities shaped at the supranational level by European and global agencies and players impact the processes of national policymaking in complex ways. In this study, recontextualisations of European foreign language education and language assessment policies in the Greek policy and pedagogical contexts are examined. Specifically, the politics of foreign language education and assessment are explored with a focus on English language teaching in public schools and the expected introduction of the Greek National Certificate of Language Proficiency (known as KPG) which is a state-led testing system formed by adopting the six-level scale of the Common European Framework of Reference for languages. Drawing on Bernstein’s theory of symbolic control and pedagogic discourse, it is shown that extensive recontextualisations of European (and global) discourses on English language teaching and assessment in the Greek context project competency and outcome-based curricula and learning as the desirable pedagogic model. Furthermore, attempts to introduce certification procedures in public schools derive from market-driven discourses that sanction a standardised system of student performance while the implications of standardisation for schools, teachers and students alike are downplayed.

Translation, cultural adaptation, and validation of an Arabic version of the test of narrative language—second edition

BackgroundThe significance of narrative skills is evident due to their role in the development of language and their connection to significant social and academic skills. This study aimed to translate, adapt, and validate the Test of Narrative Language-Second Edition (TNL-2) for its use as a tool for the assessment of narrative language in Arabic-speaking Egyptian children. In a cross-sectional study design, the Arabic-translated version of the TNL-2 was administered to 200 typically developing Arabic-speaking Egyptian children ranging in age from 4 years to 15 years and 11 months for validation. The participants were categorized according to their age into ten groups and their scores were analyzed. Face validity was assessed by asking five expert phoniatricians to review the Arabic version of the TNL-2 and complete a questionnaire that assessed the test’s effectiveness in measuring different narrative skills.ResultsA statistically significant difference was found when comparing the TNL-2 scores among the age groups under study. In addition, there was a significant correlation between standardized Arabic language test scores and the total comprehension and total production subtests’ raw scores of the TNL-2. The test-retest reliability and inter-rater agreement demonstrated a high level of reliability and inter-rater agreement. Experts have reached a consensus that the Arabic version of the TNL-2 is capable of evaluating the primary microstructural and macrostructural components of Arabic narratives. Furthermore, it can provide insights into the overall narrative skills of Egyptian Arabic-speaking children.ConclusionThe Arabic-translated version of the TNL-2 demonstrated validity and reliability as an instrument for assessing narrative language comprehension and production skills in Arabic-speaking Egyptian children.

From perception to performance: To establish the level of influence of prior knowledge on the scores of the reading section of the International English Language Testing System (IELTS) of B1 level students of a public university in Ecuador

The general objective of this article is to determine whether the perceptions of B1 level students at a public university in Ecuador about their prior knowledge influence their scores in the reading section of the International English Language Testing System (IELTS). The type of research was mixed, since numerical data were collected quantitatively and then generalized, and through a qualitative study important aspects were examined regarding the students' prior knowledge and whether it influences their performance in the aforementioned international test. For the sample, 28 students were selected, which were approached by two key instruments for the study, such as: the simulated test and the survey. The results obtained showed that the students' perceptions of their prior knowledge do not correlate with their performance in the reading section of the International English Language Testing System (IELTS). Also, there was a high incidence of students who felt that reading does not help much in learning about a topic, however, they think it is of great help for vocabulary improvement.

Analisis of Influence of prior Knowledge on the Scores of the Reading Section of the International English Language Testing System (IELTS) B1 level

The general objective of this article is to establish from a theoretical approach the level of influence of prior knowledge in the scores of the reading section of the International English Language Testing System (IELTS), of B1 level students of a public university in Ecuador. The methodology used for this study was descriptive, since it was based on describing the most relevant aspects of the problem under study, it also had a documentary approach so that relevant information was extracted from scientific journals, articles and books related to similar topics within the context of reading comprehension and the international IELTS test. As a result, it was found that many authors claim that if the student has prior knowledge, his reading comprehension quality would improve; However, McNeil (2011) refers to the opposite by considering that such knowledge does not act effectively at the time of reading, arguing that this knowledge corresponds to an independent variable in reading, implying that there is a possibility that the perception of B1 level students about their prior knowledge of the topic of a reading does not align with their performance in a reading section of an IELTS test.

Testing the tester

Over the summer of 2022. I was tasked with testing the language proficiency of many potential students who were unable to access the International English Language Testing System (IELTS), either due to displacement or other adverse circumstances. The largest cohort was that of Ukrainian students, following the Scottish government’s announcement that free education and living support would be available for those qualifying students. The second group was less homogenous. It varied in nationality, age, background, circumstances and fell under the broad umbrella of refugees and asylum seekers. The Ukrainian students, on acceptance of academic and language qualifications would directly enter faculty as undergraduates. In contrast, the refugees and asylum seekers would join the last five weeks of a 34-week pre-sessional course and then proceed to a Widening Access Course. Completion of this, and successful settled status would then enable them to enter degree courses. I use a reading-to-write integrated test based on an academic paper, followed by an interview of 20 – 30 minutes duration for all students who are unable to access IELTS or other recognized commercial language tests. Due to the urgency and sheer number of undergraduates needing to be tested over July/August 2022, I made the decision to use English for General Academic Purposes materials and conducted invigilated reading-to-write tests on Zoom, with individual interviews being conducted over the following days. While this format had been used successfully in the past with displaced PGT/PGR students, it quickly became apparent that it was unsuitable for the latter group of students. Here I reflect on my role and consider future test design.

Language assessment literacy

Numerous references to ‘new’ literacies have been added to the discourse of various academic and public domains, resulting in a multiplication of literacies. Among them is the term ‘language assessment literacy’ (LAL), which has been used as a subset of Assessment Literacy (AL) (Gan & Lam, 2022) in the field of language testing and assessment and has not been uncontested. LAL refers to the skills, knowledge, methods, techniques and principles needed by various stakeholders in language assessment to design and carry out effective assessment tasks and to make informed decisions based on assessment data (e.g., Fulcher, 2012*; Inbar-Lourie, 2008*[1]; 2013; Taylor, 2009*, 2013*).

Understanding Instructors’ Views of Consequence Effect of International English Language Testing System (IELTS) Writing Task on Teaching

The surge in international education has propelled a corresponding rise in the demand for English proficiency, particularly evidenced by Kuwait students’ enrolment in foreign institutions. Central to this trend is the International English Language Testing System (IELTS), a universal examination that assesses various language skills, including writing tasks, in Kuwait. This research’s purpose is to delve into the impact of IELTS writing tasks on instructional methods employed in Kuwaiti language centers, aiming to elucidate how educators adjust their teaching strategies in response to the test's requirements. Employing a quantitative research design methodology, the study authors gathered data through structured questionnaires administered to 15 IELTS instructors across language centers in Kuwait. The findings of the study unveil nuanced perspectives among instructors concerning the influence of IELTS on teaching practices. While a majority of respondents acknowledge the test's significance in evaluating academic writing proficiency, opinions diverge regarding its effects on teaching materials and methodologies. Additionally, there exists a disparity in perceptions regarding the extent of IELTS's impact on fostering creativity in teaching writing and the necessity of adapting teaching methods to align with the test's requirements. These findings underscore the intricate relationship between language testing and teaching practices, emphasizing the imperative for tailored approaches to IELTS preparation within Kuwaiti language centers. Furthermore, the research highlights the need for a comprehensive understanding of how the IELTS examination shapes instructional strategies within educational institutions. The paper concludes that learning centers tailor their approaches according to the demands of IELTS writing tasks and assessment criteria, while instructors align their methods with institutional policies. The primary objective for instructors is to guide students toward successful test outcomes, prompting continuous refinement of teaching techniques to achieve this goal. Teachers prioritize areas where students can excel and demonstrate proficiency, thereby ensuring effective preparation for the IELTS examination. The study contributes valuable insights into the dynamic relationship between language testing and teaching practices, particularly in the context of IELTS preparation. By shedding light on the diverse perspectives and complexities involved in adapting teaching methods to meet assessment requirements, the research underscores the importance of tailored and flexible approaches to language education. The research underscores the significance of educators' adaptability in responding to the evolving demands of language testing, emphasizing the need for continuous refinement and customization of teaching strategies. Overall, these insights inform efforts to optimize language education and ensure effective IELTS preparation within Kuwaiti language centers.

Impact of Female Peer Composition on Gender Norm Perceptions in Secondary School in Uruguay

Gender norms affect girls’ educational achievements. Yet, how norms are formed and what drives their changes are still open questions. This article examines peer effects on students’ gender norm perceptions and skills formation. The study uses a Uruguayan nationally representative survey of ninth grade students and exploits the quasi-random variation in the proportion of female peers across classes within schools for causal identification. Results show that a higher exposure to female peers leads to more progressive gender norms. Furthermore, these effects are driven mostly by male students. Female students are also impacted by peers’ gender composition and significantly reduce the time devoted to domestic work and improve mathematics scores when exposed to more female peers. No effects on language test were found for either gender. These results suggest that short peer interactions in secondary school contexts may have substantial effects on reducing gender stereotypes and change gendered behaviors among students. HIGHLIGHTS In Uruguay, higher exposure to female peers in the class leads to more progressive gender perceptions by male students. Class sex composition also reduces time devoted to domestic work and improves mathematics performance of female students. Even one-year peer interactions in secondary school may have substantial effects on increasing gender-egalitarian attitudes and behaviors.

أثر منهج مقترح لتدريس مادة اللغة العربية العامة على وفق معايير الاعتماد الأكاديمي في تحصيل طالبات كليات التربية بنات

The current research aims to identify "the impact of a proposed curriculum for teaching the general Arabic language subject according to the standards of academic accreditation in the achievement of female students in the Colleges of Education for Girls." To achieve the goal of the research, the researchers adopted the experimental research approach and chose an experimental design with two groups and a post-test. Statistically significant at the level of significance (0.05) between the average scores of the students of the experimental group who study the subject of General Arabic language in the proposed curriculum and the average scores of the students of the control group who study the same subject (in the usual way) in the achievement test of the subject of General Arabic. The research community consisted of Students of non-specialty departments of colleges of education for girls for the academic year (2021-2022), and the researcher randomly chose the Department of Qur’an Sciences to apply the research experiment. The experimental group and the number of its students (32) students whose students will be studied according to (the proposed curriculum), and Division (A) represented the control group and the number of its students (31) students who will study She requested it according to the (usual method), the researcher rewarded the research groups in the variables (intelligence test, language ability test, test scores for the previous academic year (2020-2021)), and the two researchers prepared a test to measure the achievement of the students of the two research groups, which consisted of (50) A multiple-choice test item that verified its validity and reliability. The experiment lasted a full academic year. The researcher used the appropriate statistical methods for the following research procedures (t-test, Chi-square, Pearson's correlation coefficient, difficulty coefficient, discriminatory power coefficient, and the effectiveness of wrong alternatives). The results resulted in the superiority of the experimental group over the control group in the post achievement test. The current research came out with a number of conclusions, including that the use of the proposed approach contributes to increasing the students’ activity, effectiveness, and inclination towards General Arabic. The two researchers also recommended a number of recommendations, including the adoption of the proposed approach in teaching the subject. General Arabic for departments other than specialization in the College of Education for Girls. The two researchers proposed a number of proposals, including conducting a study similar to the current study on other variables.

Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece

The purpose of this paper is to investigate linguistic factors affecting the evaluation of the argumentative essays in written tests taken by junior and senior students, aged 16 to 18, attending high schools in Greece. To achieve this, we analyzed textual characteristics and scoring of 265 juniors and seniors, graded by 15 different raters. To examine the contribution of linguistic parameters to the assessment, we developed an automated tool to record and evaluate students' lexical and syntactic features in the Greek language. The results revealed that the extensive use of nominal groups including an adjective and a noun and the utilization of both impersonal and passive syntax, as well as adverbs to a lesser extent, contribute the most to positive grading in language tests. Furthermore, we identified a correlation between language and the other criteria of the evaluation rubric, namely content and organization. The paper contributes to the discussion about objectivity in writing evaluation in the Greek setting and to the creation of a rubric that ensures a more effective assessment of writing tasks.

Development and validation of words in babble test in the modern Greek language

Abstract Purpose: The aim of this paper is to present and describe the development and validation of new Words in the Babble test in modern Greek. Materials and Methods: Four 50-word phonemically balanced lists in babble noise were administered to 44 normal hearing subjects and 53 patients with hearing loss (HL) ears with mild and moderate sensorineural HL (SNHL). The word lists were monoaurally presented (i.e., separately for the right and left ears) at 11 signal-to-noise (babble) intensity levels, from −12 to +12 dB. The signal remained constant at 65 dB for all participants with normal hearing and at 20 dB SL for participants with SNHL, whereas the multitalker babble stimulus varied according to the desired signal-to-noise ratio (SNR). Results: The results showed that word recognition scores were negatively affected by HL and were negatively related to the degree of HL. There was a statistically significant difference for all scores in all SNRs, both between participants with normal hearing and those with mild HL as well as between participants with mild and moderate HL, except for −3 dB SNR and −6 dB SNR between mild and moderate HL. In addition, there were no statistically significant differences between the right and left ears in any of the SNRs. Conclusions: The existing literature suggests that the use of monosyllabic words produces recognition performance in multitalker babble tests, as observed in languages such as Spanish, Estonian, and Arabic, whereas the present study provides evidence that a similar effect is produced when disyllabic words are used.

Auditory and language features in children with 18q deletion: Our experience and a brief review of the literature

Abstract 18q deletion is a rare genetic condition that occurs approximately 1 in 40,000 live births. The aim of this study is to describe four cases of 18q deletion, analyzing their auditory and language skills. A secondary aim is to compare our findings with those reported in the literature in order to propose a standardized assessment protocol and guidelines for auditory treatment and rehabilitation. All children underwent a detailed audiological evaluation including otoscopy, pure-tone audiometry, and auditory brainstem responses. We also administered language and speech tests according to the children’s age and skills. Comorbidities and disease severity varied depending on the genetic mutation. Data from the literature review are consistent with our findings. Therefore, the type of auditory rehabilitation changed among patients. Despite the heterogeneity of phenotypes and severity, hearing loss and stenotic external auditory canals were detected in all our patients with 18q deletion. Accurate diagnosis and follow-up are mandatory to improve auditory and language skills and quality of life. Due to the complexity of the cases, no standardized assessment protocols or treatment can be routinely proposed.

ANALISIS SOAL TES KOMPETENSI KEBAHASAAN PADA PENILAIAN TENGAH SEMESTER BAHASA ARAB SEKOLAH MENENGAH PERTAMA

<p style="text-align: justify;"><em>The knowledge aspects of Arabic language by an Arabic learner have a positive correlation with their Arabic language skills. A competent person of these aspects of Arabic language can be tested through language competence test which includes grammatical test and vocabulary test. The purpose of this research is to find out the characteristics of language tests on midterm assessment questions (PTS) Arabic subjects of grade IX students of Junior High School (SMP) Innovative School Cianjur for the 2023-2024 academic year. This research is a descriptive qualitative type, with document review as a data collection technique, then the data obtained will be analyzed through the stages of reduction, presentation, and verification. The results showed that: 1) The form of Arabic competency test on PTS questions for grade IX students of SMP Innovative School Cianjur for the 2023-2024 academic year, includes sentence structure test, morphological structure test without text, vocabulary comprehension test in text and without text, and vocabulary storage test in text, with multiple-choice question forms and essay. 2) The Arabic language competency test on PTS questions for grade IX students of SMP Innovative School Cianjur for the 2023-2024 academic year is quite good when viewed from the contextuality of the content because it has minimized discrete tests even though it is still in simple text and question form.</em></p>

What international students want will determine where they enroll

In October 2023, the results of a Global Student Satisfaction Awards of 3,610 colleges and universities in 200 countries conducted by Studyportals, Unibuddy, and the British Council International English Language Testing System (IELTS) were published.

TRANSLATION OF PSYCHOLOGICAL TESTS: A CASE STUDY ON THE TRANSLATION OF MBTI TESTS

As a field of study, psychology has been a significant part of human life for decades. Several types of psychological tests have been used in order to understand and assess people’s behavior. Because of their significant roles in identifying the characteristics of human behavior, the need for their translation has also increased to a great extent in recent years. For this reason, in order to provide a functional translation of a psychological test in a different language, it is important to consider the intricacies of translating psychological texts, including linguistic and cultural differences between languages. For this purpose, this study aims to analyze and describe French and Turkish and translations of a certain type of MBTI test written in English. With the aim of identifying and explaining the differences in the source and target texts, the study benefits from J.C. Catford’s model of translation shifts. As a result of a detailed analysis of the source and target texts, it is found out that French and Turkish translations of the specific psychological test cause both semantic and stylistic shifts. Apart from these translation shifts, it is seen that the translators have omitted some parts both in French and Turkish translations.

“All we do has humans at its heart”: Linguistic Landscape’s Value in Scholarship and Pedagogy

Four prominent Linguistic Landscape (LL) scholars reflect on the value of LL research and its utility in education. Elana Shohamy is a Professor Emerita in the Multilingual Education program at Tel Aviv University. She has carried out extensive research on language policy, language testing, and LL, with a recent focus on injustices in the public space. David Malinowski is an Assistant Professor of Linguistics and Language Development at San José State University. His recent work focuses on education, language pedagogy and learning, and intersections between these areas and LL. Amiena Peck is an Associate Professor and Head of the Department of Linguistics at the University of the Western Cape. She has led innovative research in skinscapes, with a recent focus on autoethnography. Robert Blackwood is a Professor of French Sociolinguistics at the University of Liverpool. His recent work examines processes of memorialization in postcolonial Africa.

Test score comparison tables: How well are they serving test users?

While several test concordance tables have been published, the research underpinning such tables has rarely been examined in detail. This study aimed to survey the publically available studies or documentation underpinning the test concordance tables of the providers of four major international language tests, all accepted by the Australian Department of Home Affairs for Australian visa purposes. To evaluate the concordance studies, we first identified the good practice principles in concordance research through a review of both the relevant literature and leading professional standards in the field of educational measurement and language assessment. Next, we reviewed the concordance studies against the identified good practice principles. Our findings revealed that the information supplied by test providers varied, with some making the full research papers available, whereas others providing little information about their underpinning research. None of the concordance studies fulfilled all the good practice principles. Based on the findings of this study, we offer recommendations for future concordance research in the field of language testing as well as suggestions for practice.