Range Of Proficiency Levels Research Articles

Assessment of fluency in the Test of English for Educational Purposes

The main aim of this study was to investigate how oral fluency is assessed across different levels of proficiency in the Test of English for Educational Purposes (TEEP). Working with data from 56 test-takers performing a monologic task at a range of proficiency levels (equivalent to approximately levels 5.0, 5.5, 6.5, and 7.5 in the IELTS scoring system), we used PRAAT analysis to measure speed, breakdown, and repair fluency. A multivariate analysis of variance and a series of analyses of variance were used to examine the differences between fluency measures at these different levels of proficiency. The results largely replicate previous research in this area suggesting that (a) speed measures distinguish between lower levels (5.0 and 5.5) and higher levels of proficiency (6.5 and 7.5), (b) breakdown measures of silent pauses distinguish between 5.0 and higher levels of 6.5 or 7.5, and (c) repair measures and filled pauses do not distinguish between any of the proficiency levels. Using the results, we have proposed changes that can help refine the fluency rating descriptors and rater training materials in the TEEP.

Clear vs. dark /l/ in German Learner English: Dataset for chapter 5 in "Phonological variation in German Learner English"

This dataset contains tabular files with acoustic measurements for prevocalic and non-prevocalic laterals produced by n = 62 German learners of English and n = 26 native speakers of English (BrE and AmE). The German subjects are instructional-setting learners ranging from grade 5 (age: 11) to university. They are predominantly from northern Bavaria and represent a broad range of proficiency levels. Pronunciation ability was assessed with a foreign accent rating. The data were elicited with a word list and each subject produced n = 15 tokens (n = 10 in non-prevocalic position, n = 5 in prevocalic position). Measurements are reported for the first two formants (F1 and F2). See ReadMe file for more details. Related publication: Soenning, Lukas. 2020. Phonological variation in German Learner English. University of Bamberg dissertation. DOI: 10.20378/irb-49135 Open access: https://fis.uni-bamberg.de/handle/uniba/49135

The Effect of an Online Vocabulary Learning Tool on Passive and Active Vocabulary Use at a Range of Proficiency Levels

Online vocabulary learning tools have been gaining popularity in EFL classrooms. Although a considerable number of research papers have showed its effectiveness, the amount of research on learner progress in terms of productive skills is scarce. Little is also known about what types of learners make progress after using these tools. This is largely due to a lack of consideration of learning strategies and proficiency levels. The present study investigates the effectiveness of an online vocabulary learning device in Japan on the gains in passive and active vocabulary use at a range of proficiency levels. A total of 58 Japanese university students took a pre-instruction test and two post-instruction tests including vocabulary, reading, and essay-writing, allowing the author to investigate the degree of learner progress in mastery of passive and active vocabulary use. Additionally, they completed pre- and post-instruction questionnaires to confirm the device’s impact on their progress. The results emerging from cluster analysis and ANOVA verified the use of the device for short-term retention of passive vocabulary for intermediate and advanced learners, but there seemed to be little improvement in active vocabulary use among learners at all proficiency levels. The study highlights the need to include the tool’s functions that enhance student levels of word production as well as long-term retention.

The perception and production of British English vowels and consonants by Arabic learners of English

This study investigated the perception of British English vowels and consonants by native Saudi Arabic learners of English from a range of proficiency levels. Twenty-six participants completed consonant and vowel identification tasks in quiet and noise. To investigate if predicted difficulties with vowel perception were also present in production, participants also recorded vowels embedded in words and read a short story. The results demonstrated that all learners were better able to identify consonants than vowels in quiet and noise, with more experienced learners outperforming early learners. Although learners were likely able to rely on mapping non-native to native categories when identifying consonants, there was some evidence that they had started to establish new vowel targets. This appeared to start early in learning but even highly experienced learners continued to find vowels with no direct Arabic counterpart difficult. Additionally, there was some evidence for a link between perception and production: vowel perception was better in those who had more accurate production. Overall, the results shed light on problematic phonemic contrasts for Arabic learners, and suggest that though learners may be able to establish new phonetic categories early in learning, other contrasts continue to remain difficult even for highly experienced learners.

Standard setting in specific-purpose language testing: What can a qualitative study add?

This paper explores the views of nursing and medical domain experts in considering the standards for a specific-purpose English language screening test, the Occupational English Test (OET), for professional registration for immigrant health professionals. Since individuals who score performances in the test setting are often language experts rather than domain experts, there are possible tensions between what is being measured by a language test and what is deemed important by domain experts. Another concern is a lack of qualitative research on the process of the standard setting. To date, no published qualitative work has been identified about the contributions of domain experts in the standard setting for healthcare communication. In this study, a standard-setting exercise was conducted for the speaking component of the OET, using judgements of nursing and medical clinical educators and supervisors. In all, 13 medical and 18 nursing clinical educators and supervisors rated medical and nursing candidate performances respectively. These performances were audio-recorded OET role-plays that were selected across a range of proficiency levels. Domain experts were invited to comment on the basis of their decisions and the extent of alignment between these decisions and the criteria used to assess performance on the OET. Nursing and medical domain experts showed that they attended to all of the OET criteria in making their decisions about standards. However, clinical scenario simulation also invited judgements of clinical competence from participants, even where they knew that clinical competence should be excluded from their decision-making. Another concern related to the authenticity limitations of the role-play tasks as evidence of readiness to handle communication in the workplace. Overall, findings support the value of qualitative evidence from the standard setting in providing insight into the factors informing and impeding decision-making.

Over the monochrome rainbow

This exploratory study examines the reflection of heteronormativity in English as a Second Language (ESL) reading texts and textbooks aimed at a college-aged audience and a range of proficiency levels. Heteronormativity is the portrayal of the heterosexual sexual identity as the only acceptable and/or normal sexual identity option (Dalley & Campbell 2006). This is often realized through the presentation of only heterosexual relationship structures, while also lacking any alternative relationship structures. The sample for this study consisted of forty-five reading texts/textbooks (ntext = 14;ntextbook = 31). These sample materials were examined by looking for examples of normative relationships and family structures exhibited in the main prose, textual examples, visual elements, and question/discussion activities. After examining the samples, each sample was given a numerical rating on 1–3 nominal level scale; 1 being non-heteronormative, 2 being low-heteronormative, and 3 being heteronormative. The data were then broken down to examine heteronormativity ratings by publisher, text-type, proficiency level, and year of publication. Average heteronormativity ratings were then calculated for each category of the data. These averages were then compared for the types of materials (texts and textbooks) and publishers examined. Changes in the average heteronormativity rating for each 5-year period are also reported. This paper will conclude by highlighting the need for less heteronormative ESL reading materials as these materials often function as valuable identity resources for language learners, and they often allow instructors to create a more diverse classroom environment by queering the classroom discourse.

A New Method to Setting Standard for the Wide Range of Language Proficiency Levels

A new methodological tool is introduced to standard setting of language proficiency level of test takers. The traditional methods are strong when a narrow range of proficiency levels are assessed but in some cases they produce odd results with the tests of wide range of levels. The Three-phased Theory-based and Test-centered method for the Wide range of proficiency levels (3TTW) is developed on the basis of Metsamuuronen’s 2TTW especially for the settings where several proficiency levels have to be found at one shot. This is needed in most cases when students’ learning outcomes are assessed (inter)national wise. The 3TTW procedure is compared with a traditional method and 2TTW. A practical application of the method is given with a reading test in Nepal.