Standardized Proficiency Test Research Articles

Bilingual heritage language learning in China: Applying the Douglas Fir Group's transdisciplinary framework

AbstractThrough the application of the Douglas Fir Group's transdisciplinary framework, this study investigated how three levels of mutually dependent influence (i.e., the micro level of social action and interaction, meso level of sociocultural institutions and communities, and macro level of ideological structures) operate across time and space to shape a bilingual heritage language learner's study‐abroad (SA) experiences. Data were collected from standardized proficiency tests; language contact profiles; pre‐ and midprogram surveys; and interviews with the learner, classroom instructors, tutor–roommates, host family members, and the director of the SA program. The transdisciplinary framework enabled this study to expand its research focus and analytical scope, demonstrating that language learning was mediated by the three levels of mutually dependent influence in a dynamic and complex manner. This study has generated a richer understanding of multilayered complexity in heritage language development, advanced bilingual performance and proficiency, and bilingualism in language education and society.

A study of Test-Taking strategies of Iranian IELTS repeaters: Any change in the strategy use?

This study used Latent Growth Curve Modeling (LGCM) to examine the overtime patterns of the score and test-taking strategy changes in an international high-stakes standardized proficiency test. To this end, the test records of 178 Iranian IELTS repeaters were analyzed, using close- and open-ended questionnaires to measure test scores as a function of construct-relevant and construct-irrelevant test-taking strategy changes. Additionally, this study explored the accountable factors for the changes in the repeaters’ strategies. Results indicated a small and gradual increase in the test scores following an overall augmented use of test-management (TM) and a decreased employment of test-wiseness (TW) strategies. Along with contributing to IELTS validity evidence based on the repeaters’ scores, this study found multiple sources to account for the changes in repeaters’ test-taking strategies. Consideration of changes in repeaters’ test-taking strategies by IELTS instructors and test users may add to the validity of interpretation of test scores to the intended purposes of the tests.

“华文水平测试” 雏形阶段的效度验证及改进

Abstract “Test of Chinese as a Heritage Language” is developed to test the Chinese proficiency of overseas Chinese adolescents. Overseas Chinese adolescent is a special group which is different from ordinary foreign Chinese learners. There is no a standardized Chinese proficiency test for this group until now. Guided by argument-based approach to validation, the overall design of the test and the test data are analyzed. The validity of the test is systematically demonstrated by qualitative and quantitative methods from many aspects, and the results of validity demonstration further feeds back the improvement of the test.

Predicting Second Language Proficiency with Resting-state Brain Rhythms

Understanding what traits facilitate second language (L2) learning has been the focus of many psycholinguistic studies for the last thirty years. One source of insight comes from quantitative electroencephalography (qEEG), i.e., electrical brain activity recorded from the scalp. Using qEEG, Prat et al. [1] found that functional brain connectivity is predictive of language learning ability. This study extends Prat et al. in investigating the predictive validity of qEEG measures for two measures of L2 proficiency, namely: 1. a grammaticality judgement task (GJT), wherein participants read and identified Spanish sentences as either correct or incorrect based on possible grammar violations, and 2. a standardized Spanish proficiency test (DELE). Participants were L2 learners recruited from third- and fourth-semester university Spanish classes. Spectral power and coherence within and across six different regions were analyzed for correlations with either GJT or DELE scores. Follow-up linear regression models based on significant qEEG correlates explained up to 11% of variance in DELE scores but none of the variance in GJT scores. Negative correlations were found between theta frequency coherence and the DELE. Because theta activity has been associated with episodic and working memory performance, these findings suggest that less proficient learners might utilize memory-based strategies more often to compensate for their lack of familiarity with the L2.

Understanding writing quality change: A longitudinal study of repeaters of a high-stakes standardized English proficiency test:

This study examined the writing score and writing feature changes of 562 repeat test takers who took the Canadian English Language Proficiency Index Program–General (CELPIP–General) test at least t...

Language abilities in bilingual children: The effect of family background and language exposure on the development of Turkish and Dutch

Aims and objectives: The study investigates the effects of family background and language exposure on the language abilities of Turkish-Dutch bilingual children in their heritage language, Turkish, as well as in the majority language, Dutch. Methodology: Thirty-five children (3;01-6;11) participated in the study. All children took two standardized proficiency tests: CELF-Preschool 2 in Dutch and TEDİL in Turkish. Parents were interviewed on the family background and on the children’s use of and exposure to Dutch and Turkish. Data and analysis: Children’s test scores in Dutch and Turkish were analyzed in relation to the amount of exposure to Dutch and Turkish and the socio-economic and linguistic background of the parents. Findings: The results reveal that the children’s home context—both the linguistic background of the parents and the socio-educational level of the mother—affected the children’s scores, especially for Dutch. The amount of exposure to and use of Dutch and Turkish was correlated to the Dutch and Turkish scores. A qualitative discussion of children’s profiles revealed that children’s performance can only be fully understood when details of the home context, obtained through interviews with the parents, are taken into account. Originality: To date, few studies on bilingual children from families with a migration background have examined young children’s general language abilities in both the heritage language and the majority language. Implications: The study raises awareness of the importance of evaluating bilingual children’s language proficiencies in both languages, considering the effects of family background and language exposure on children’s bilingual language development. Limitations: The children’s language abilities were mapped on the basis of widely recognized standardized tests originally developed for the assessment of monolingual children. As more bilingual instruments are being tested and developed, future research will benefit from these tools.

Standardized proficiency tests in a campus-wide English curriculum: a washback study

Washback refers to the influence of tests on learning and teaching. To date, a number of studies have revealed that tests affect teaching content, course design, and classroom practices. However, in Asian higher education contexts, little research has examined the washback of proficiency tests on English learning in comparison with the efforts on teaching. Thus, the current study bridged this research gap by exploring the washback effects of a proficiency test on student learning in a campus-wide English curriculum, uncovering relationships between washback and learner characteristics such as major, gender, and proficiency level. A total of 694 students from engineering-, business-, and foreign language-related disciplines at a national university in Taiwan were surveyed. The results revealed washback effects on such aspects as personal image, learning motivation, emotion, and future job opportunities were especially salient. In addition, the relationship between washback and proficiency level was found to be statistically significant. However, male and female students did not differ statistically in washback nor was there a statistically significant difference in washback among different majors. With detailed information and consideration of different aspects of washback, stakeholders, including instructors, school administrators, and language policymakers, can make informed decisions when formulating language-related policies.

The relationship between the use of spaced repetition software with a TOEIC word list and TOEIC score gains

ABSTRACTA strong relationship between L2 vocabulary knowledge and L2 reading and listening comprehension is well established. However, less research has been conducted to explore correlations between pedagogic interventions to increase vocabulary knowledge and score gains on standardized L2 proficiency tests. This study addresses this gap in the research by analyzing the relationship between extended study of a Test of English for International Communication (TOEIC) word list using spaced repetition software (SRS) and TOEIC score gains. Two classes of Japanese students totaling 60 participants were encouraged to study a TOEIC word list using SRS for 10 months. TOEIC score gains from a pre-test to a post-test were then correlated with the number of flashcard repetitions to investigate the relationship between SRS study and test score gains. Statistically significant relationships (p < .05) were found between total SRS repetitions and TOEIC listening and overall score gains. Total word list reviews accounted for 11.4% of the variance in overall TOEIC gains, 6.2% of the variance in reading gain and 7.2% of the variance in listening gains. The authors argue that study of test-specific word lists with SRS may be a useful addition to motivated students’ test preparation strategies for standardized foreign language proficiency tests.

The Construct and Predictive Validity of a Self-Assessment Scale

Guided by the theory of interpretive validity argument, this study investigated the plausibility and accuracy of five sets of warrants which were deemed crucial to the validity of a self-assessment (SA) scale designed and used in a local EFL context. Methodologically, this study utilized both the Rasch measurement theory and structural equation modeling (SEM) to examine the five warrants and their respective rebuttals. Results from Rasch analysis indicated that the scale could reliably distinguish students at different proficiency levels. Among the 26 can-do statements in the SA scale, only one statement failed to fit the expectations of the Rasch model. Furthermore, each category was found to function as intended, though the first category was somewhat underused. Confirmatory factor analysis of the SA data supported the tenability of the Higher-Order Factor model which is consistent with the current view of L2 ability. Structural regression analysis revealed that the association between students’ self-assessments and their scores on a standardized proficiency test was moderately strong. The multiple strands of evidence generated by various quantitative analyses of the SA data generally supported the validity of the SA scale. Future research, however, is warranted to examine other inferences in the validity argument structure, particularly in relation to the utility of the SA scale in English teaching and learning.

Concept Mapping Strategy: A Strategic Alternative to the Matter of Spontaneous Speaking of Iranian Intermediate EFL Learners

This study investigated the effectiveness of Concept Mapping used as a learning strategy to improve the spontaneous speaking of Iranian intermediate EFL learners. To this end, forty EFL learners were selected based on their performance on a standardized proficiency test and randomly assigned into two experimental and control groups. The speaking pretest and posttest were scored according to the IELTS Speaking Band checklist. Throughout a twenty two session treatment, the participants in the experimental group used concept mapping strategy, but those in the control group did not practice this strategy and worked on other common activities instead. Finally, a speaking posttest was taken to test the performance of the two groups. Both pretest and posttest were administered by three examiners. Calculating the inter-rater reliability of the examiners showed that there is a significant correlation between raters' scores on pretest and posttest of both groups. At last, the results of independent-sample t-test showed significantly greater gains of the experimental group than the control group. Therefore, results showed that concept mapping had statistically significant effect on spontaneous speaking of intermediate EFL learners.

The Relationship among Iranian EFL Learners’ Self-efficacy, Autonomy and Listening Comprehension Ability

&lt;p&gt;This study investigated the interrelationships among&lt;strong&gt; &lt;/strong&gt;EFL learners’ self-efficacy, autonomy and listening comprehension ability. Ninety female learners of intermediate level participated in the study. They were between 16 and 24 years old. In order to obtain the required data on the three variables (i.e., self-efficacy, autonomy, and listening comprehension ability), the researchers, after administering a standard language proficiency test to ensure the participants’ homogeneity, used&lt;em&gt; &lt;/em&gt;Listening Self-efficacy Beliefs Questionnaire, Listening Autonomy Questionnaire, and Listening Proficiency Test, respectively. First, the participants were asked to complete the two self-report scales, after which they were given a listening comprehension test to attain their listening comprehension ability. The data were analyzed using three Pearson’s Product-moment correlation coefficients to assess the relationships among the research variables. The findings revealed that there was a positive correlation among Iranian EFL learners’ listening self-efficacy beliefs, listening autonomy, and listening comprehension ability. Accordingly, it is suggested that building self-efficacy and autonomy in listening comprehension is crucial to ensure the success of EFL learners in listening comprehension.&lt;/p&gt;

Construct Validity of MSRT Reading Comprehension Module in Iranian Context

Many researchers were interested in validity of the language proficiency tests in the previous decades. The present study aims to study the construct validity of the Ministry of Science, Research, and Technology Reading Comprehension module (MSRT) in the Iranian context. After administering a standard language proficiency test (OPT) 65 intermediate EFL learners were selected. The participants passed some 72 hours learning MSRT techniques and the strategies needed to be adopted in the MSRT test sessions. After all these hours, MSRT test was administered to those learners in some institutes. Later EFL questionnaire on reading was run among them and they were asked to check the skills they have applied during MSRT reading comprehension test. Both qualitative and quantitative approaches helped this study to collect and analysis the data. By qualitative approaches, this study collected expert’s and test takers’ judgments and by quantitative approaches, collected factor analysis. The results revealed that there were a significant consent among the judgments of the experts and an agreement among the test takers on the skills being measured by MSRT reading module. Finally, explanatory factor analysis did not reveal similar findings as those in the judgmental phase of the study. The items in the MSRT reading comprehension tests didn’t confirm that MSRT reading parts assess the reading skills in the Iranian context. This study highlighted the importance of designing and using more reliable and valid tests, for researchers and designers, and those who are interested in the use of such tests.

A comprehensive assessment of the malaria microscopy system of Aceh, Indonesia, in preparation for malaria elimination.

BackgroundThe Health Office of Aceh aims to eliminate malaria from Aceh Province, Indonesia by 2015. Malaria was formerly common in Aceh (population 4.5 million), but has declined dramatically in recent years consequent to post-tsunami control efforts. Successful elimination will depend upon rapid and accurate diagnosis and case follow-up at community level. A prerequisite to this is widespread coverage of high quality malaria diagnosis. This study describes the results of a comprehensive assessment of the malaria diagnostic capacity in Aceh as the province moves towards malaria elimination.MethodsThe study was conducted in 23 districts in Aceh from October 2010 to July 2011. Six types of questionnaires were used to collect data on competency of microscopists and laboratory capacity. Standardized slides were used to evaluate the proficiency of all microscopists. In addition, site visits to 17 primary health centres (PHC) assessed diagnostic practice and logistics capacity.ResultsFive hundred and seventy four malaria microscopists have been officially registered and assigned to duty in the 23 districts in Aceh Province. They work in 345 laboratories, predominantly in PHCs (69 %) and hospitals (25 %). Three laboratories were evaluated as adequate for all 30 elements, while 29 laboratories were adequate for less than five of 30 elements. Standardized proficiency tests showed that 413 microscopists were at basic (in training) level, with 10 advanced and 9 reference level. No microscopist achieved expert level. Neither the province nor any of Aceh’s districts has a standardized inventory and logistics database for malaria diagnostics, nor did any of the surveyed laboratories operate a quality assurance programme for either microscopy or rapid diagnostic tests.ConclusionsThe study highlights the importance of careful assessment of diagnostic capacity when embarking upon a large-scale malaria elimination programme. Aceh’s laboratories have minimal infrastructure with nearly all microscopists still in training. On the positive side, a large workforce of microscopists has been assigned to laboratories with the needed equipment. Aceh will need to embark on a large-scale comprehensive quality assurance scheme if it is to achieve malaria elimination.

Psoriasis and Psoriatic Arthritis Educational Initiatives: An Update from the 2014 GRAPPA Annual Meeting

At the 2014 annual meeting of the Group for Research and Assessment of Psoriasis and Psoriatic Arthritis (GRAPPA), members were updated on Internet-based and continuing education programs in psoriasis and psoriatic arthritis (PsA). The psoriasis and PsA GRAPPA video project, started in 2010, now comprises a set of 15 online videos that provide standardized psoriatic disease endpoint training and proficiency testing for clinicians and researchers. The GRAPPA Global Education Project, started in 2012, comprises several continuing medical education (CME) and non-CME initiatives to educate dermatologists, rheumatologists, and trainees about PsA and psoriasis.

Development and validation of a high performance liquid chromatographic method for simultaneous determination of vitamins A and D3 in fluid milk products.

An HPLC method for simultaneous determination of vitamins A and D3 in fluid milk was developed and validated. Saponification and extraction conditions were studied for optimum recovery and simplicity. An RP HPLC system equipped with a C18 column and diode array detector was used for quantitation. The method was subjected to a single-laboratory validation using skim, 2% fat, and whole milk samples at concentrations of 50, 100, and 200% of the recommended fortification levels for vitamins A and D3 for Grade "A" fluid milk. The method quantitation limits for vitamins A and D3 were 0.0072 and 0.0026 μg/mL, respectively. Average recoveries between 94 and 110% and SD values ranging from 2.7 to 6.9% were obtained for both vitamins A and D3. The accuracy of the method was evaluated using a National Institute of Standards and Technology standard reference material (1849a) and proficiency test samples.

The Impact of Undergraduate Students’ Learning Preferences (VARK Model) on Their Language Achievement

Different learning style models have been developed and used in EFL education. One of these models is VARK model. The VARK model was proposed by Fleming (2001). VARK is a questionnaire that provides users with a profile of their learning preferences. The ultimate goal of the study is to investigate the impact of undergraduate students learning preferences (VARK model) on the language achievement. At first, the participants were selected from all the humanities, basic sciences, engineering, and life sciences three fields of study were randomly selected. Then from each field of the study, 30 undergraduate students were selected through convenience sampling. The total number of the participants of the four sciences (life, humanities, basic science, and engineering was 360. They were selected from undergraduate students at state university, Islamic Azad University, Farhangiyan University, Payamenoor University and Medical university of Sistan and Baluchestan province. After selecting participants, the researcher administered the two instruments (VARK questionnaire and standardized proficiency test). After analyzing these two tests scores, the results indicated that reading style is the dominant learning style among Iranian EFL learners and there is a significant relationship between learners’ fields of study and their learning styles. Also, students with reading style have the highest language achievement and the students with visual personality type have the lowest performance.

Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning.

In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students' attitudes toward assigned homework, time spent on assigned homework, and achievement outcomes in a variety of foreign language courses. Student ratings of the relevance of homework, the usefulness of feedback provided on homework, and the fairness of homework grading were positively correlated with teacher-assigned grades and standardized proficiency test scores in listening, reading, and speaking. Reported time spent on homework, however, was negatively correlated with these measures. In hierarchical regression analyses, all homework-related variables emerged as significant predictors of outcomes after controlling for potential covariates such as language learning aptitude, demographic variables, and affective factors. Thus, these results provide evidence that language course outcomes are positively associated with attitudes toward homework but negatively associated with time spent on homework. Possible interpretations of these findings are discussed. We suggest that the negative association follows in part from the opportunity cost of time spent on assigned homework, which decreases time spent on individualized study that may be more beneficial for improving language course outcomes.

The Impact of CALL Technology on Improving Iranian Female Highschool Students’ Speaking Ability

The aim of present study was to investigate the impact of CALL technology on improving female students’ speaking ability in one of the high schools in Arak.So, the hypothesiswas posed to explore this effect.In the very initial stage, a standardized proficiency test(Nelson Test) was administered to 60 female students in high school, out of which 40 students were selected as participants of this study. Then they were divided into control and experimental groups. Afterward, the experimental group received CALL as the instructional materials.i.e. they have learned speaking by using computer and the control group have learned by a teacher. Based on the statistical analysis there found to be a significant difference between the performance of the control and the experimental groups.

The Effect of Cooperative Learning on Reading Comprehension of Iranian EFL Learners

This research attempts the effect of Cooperative Learning (CL) on reading proficiency. A standardized proficiency test was conducted on pre- intermediate learners. Among them 60 learners were chosen to participate in this study. Then they were randomly divided into two groups of 30. First, a pretest was given to the participants and the treatment followed afterwards. After the treatment, the posttest was conducted. Finally the analysis of t-test was used to find the statistical answer for the above mentioned question and the p value obtained (0.000) showed that the experimental groups had better results.

Towards a Theory of Diagnosis in Second and Foreign Language Assessment: Insights from Professional Practice Across Diverse Fields

Diagnostic language assessment has received increased research interest in recent years, with particular attention on methods through which diagnostic information can be gleaned from standardized proficiency tests. However, diagnostic procedures in the broader sense have been inadequately theorized to date, with the result that there is still little agreement on precisely what diagnosis in second and foreign language learning actually entails. In order to address this problem, this article investigated how diagnosis is theorized and carried out in a diverse range of professions with a view to finding commonalities that can be applied to the context of language assessment. Ten semi-structured interviews were conducted with professionals from the fields of car mechanics, IT systems support, medicine, psychology and education. Data were then coded, yielding five macro-categories that fit the entire data set: (i) definitions of diagnosis, (ii) means of diagnosis, (iii) key players, (iv) diagnostic procedures, (v) treatment/follow-up. Based on findings within these categories, a set of five tentative principles of diagnostic language assessment is drawn-up, as well as a list of implications for future research.