Standardized English Test Research Articles

Towards A More Blended Language Learning With Web 2.0

ABSTRACTWhile educational environments are swiftly evolving to embrace and offer increased accessibility to technological resources, the inquiry into the appropriate utilisation of Web 2.0 tools in education persists. Thus, this study investigates the efficiency of a blended language learning environment that incorporates Web 2.0 technologies in accordance with a specifically framed instructional design in enhancing English language learning outcomes and social presence. It seeks to explore the impact of incorporating Padlet in English classes on high school students' academic performance and social presence using a mixed‐method approach. The standard English test, postinterviews, social presence scale and needs analysis provided the data. Findings indicate that the integration of Padlet into language classes fosters more collaborative language learning settings that result in increased performance in some language skills and social presence. Accordingly, this study is expected to offer valuable insights for educators regarding creating more interactive classroom contexts via Web 2.0 technologies.

Reexamining the role of regulatory focus in second language achievement

Abstract In this study, we approximately replicated Papi and Khajavy’s (2021) investigation into the regulatory focus in second language acquisition, applying their approach to a significantly larger cohort of 855 Chinese second language (L2) learners. In contrast with the original study, our research employed the College English Test Band 4 (CET-4), a standardized English test, to better align with the Chinese educational context. This methodological shift allowed for a nuanced exploration of the regulatory focus’s role in language learning among Chinese students. Our results predominantly reinforce the crucial role of regulatory focus in language learning, echoing Papi and Khajavy’s findings. We discovered notable parallels in how promotion positively influences ideal own and ideal other, and how prevention negatively impacts ought own and ought other. However, a unique finding of our study was the stronger impact of ought selves on L2 anxiety and enjoyment in the Chinese context. This highlights the nuanced influence of socioeducational environments on regulatory focus strategies, suggesting contextual variability in language learning strategies.

Challenging Native Speakerism: TEFL in Indonesia Beyond Native Speaker Fallacy

This article examines the English native speaker fallacy and its implications in the field of Teaching English as a Foreign Language (TEFL) in Indonesia. The NS fallacy refers to the belief that Native English-Speaking Teachers (NESTs) are inherently superior and more competent in teaching English, disregarding the importance of their Pedagogical Content Knowledge (PKC). Through a synthesis research methodology, this article involves examining, integrating, and synthesizing existing conceptual and empirical studies related to teacher professional identity, NESTs, TEFL, and its implementation in Indonesia. The findings suggest that the notion of standard English taught in EFL classrooms should be questioned, as it is influenced by linguistic imperialism and marginalizes World Englishes. In Indonesia, the dominance of standardized English tests further reinforces the perception that NESTs are more competent in teaching standard English. To challenge native speakerism, the article argues for a shift in focus from linguistic proficiency to pedagogical expertise when evaluating NESTs' qualifications. Emphasizing the value of Pedagogical Content Knowledge can lead to a more inclusive and equitable hiring process, where NESTs are assessed based on their teaching capabilities and experience. By prioritizing pedagogical expertise, educational institutions can promote a culturally responsive learning environment that embraces linguistic diversity and enhances the quality of English language education in a globalized world.

The economics of L2 English. Evidence from 2.0 mln subjects suggests an economics of language framework to account for country differences in L2 English proficiency

ABSTRACT We analysed Education First’s Standard English Test scores coming from 2 mln learners of English in 109 countries world-wide. Proficiency in English as a global lingual franca is an important skill in various areas of international communication. A larger linguistic distance between English as a second language and a learner’s first language has been put forward as increasing the efforts or costs of learning English. Instead of the subjective measures used in the past, we constructed a quantitative linguistic distance measure based on comparing words (lexicon), constructions (morpho-syntax), and sounds (phonology) between English and 59 mother tongues. Mixed regression analyses were carried out on the countries’ proficiency scores with a country’s human capital index, the official status of English in a country, and linguistic distance as predictors. All three predictors turn out to be robust proficiency determinants. Language skills constitute an essential component of human resources in today’s emerging and growing knowledge economy. These skills cannot be taken for granted and additional language training is required when linguistic distances are large.

Mastery of Listening and Reading Vocabulary Levels in Relation to CEFR: Insights into Student Admissions and English as a Medium of Instruction

Prior to enrolling in an English as a medium of instruction (EMI) institution, students must show an English proficiency level through meeting a benchmark on a standard English proficiency test, which is typically aligned with the Common European Framework of Reference for Languages (CEFR). Along with overall English proficiency, aural/written vocabulary level mastery could also predict students’ success at EMI institutions, as students need adequate English vocabulary knowledge to comprehend lectures and course readings. However, aural/written vocabulary level mastery has yet to be clearly benchmarked to CEFR levels. Therefore, this study aimed to investigate the correlations between students’ aural/written vocabulary level mastery and their CEFR levels. Forty undergraduate students in a Macau EMI university were recruited to take one English proficiency test and two vocabulary level tests (i.e., Listening Vocabulary Levels Test (LVLT) and the Updated Vocabulary Levels Test (UVLT)). Correlation analyses were conducted to explore the relationship between students’ CEFR levels and their mastery of listening and reading vocabulary levels. A positive correlation was found between students’ CEFR levels and their mastery of receptive aural vocabulary levels (ρ = 0.409, p = 0.009). Furthermore, a statistically significant positive correlation was found between students’ CEFR levels and their mastery of receptive written vocabulary levels (ρ = 0.559, p < 0.001). Although positive correlations were observed, no clear pattern was identified regarding the relationship between students’ CEFR levels and their mastery of aural/written vocabulary levels. Regression analyses were further conducted to determine the extent to which the combination of receptive aural and written vocabulary knowledge predicts the CEFR levels. The results indicated that the regression model that included only UVLT scores better predicted the CEFR levels. Given the positive correlations observed between students’ CEFR levels and their mastery of vocabulary levels, this study’s findings suggest the inclusion of aural/written vocabulary levels as additional indicators for ensuring student academic success in EMI institutions. Implications for EMI universities on student admissions, classroom teaching, and provision of additional English courses were provided.

Exploring Diverse Teaching Models for Enhancing Nursing Students' English Language Proficiency: A Blended Learning Perspective

The present study examines the efficacy of blended learning models in enhancing nursing students’ proficiency in the English language. It is challenging to come across comparative studies that assess the effectiveness of blended learning models in advancing the English language skills of nurses. However, the experimental study includes five groups, and each group has gone through five different instructional models of teaching. The first experimental group received instruction through the rotation model; the second experimental group received instruction through the flex model; the third experimental group received instruction through the self-blend model; the fourth experimental group received instruction through the enriched-virtual model; and the fifth group which served as control group received instruction through the communicative language teaching approach. A total of one hundred and fifty participants were selected through random sampling from Aligarh Muslim University, India. The data were gathered using pre- and post-tests administered before and after the intervention of these models using the standardized general English test (TOFEL). The repeated measure ANOVA revealed that each group manifested significant advancement in nurses' English language skills. Nevertheless, the rotation model demonstrated superior performance in enhancing nurses' English language skills in comparison to the other groups. The findings of the study hold pedagogical significance for those who are responsible for designing curricula, developing training programs for future nurses, producing materials, and all other persons who are involved in nursing education.

Reducing Indoor Particulate Air Pollution Improves Student Test Scores: A Randomized Double-Blind Crossover Study.

Short-term exposure to air pollution is associated with a decline in cognitive function. Standardized test scores have been employed to evaluate the effects of air pollution exposure on cognitive performance. Few studies aimed to prove whether air pollution is responsible for reduced test scores; none have implemented a "gold-standard" method for assessing the association such as a randomized, double-blind intervention. This study used a "gold-standard" method─randomized, double-blind crossover─to assess whether reducing short-term indoor particle concentrations results in improved test scores in college students in Tianjin, China. Participants (n = 162) were randomly assigned to one of two similar classrooms and completed a standardized English test on two consecutive weekends. Air purifiers with active or sham (i.e., filter removed) particle filtration were placed in each classroom. The filtration mode was switched between the two test days. Linear mixed-effect models were used to evaluate the effect of the intervention mode on the test scores. The results show that air purification (i.e., reducing PM) was significantly associated with increases in the z score for combined (0.11 [95%CI: 0.02, 0.21]) and reading (0.11 [95%CI: 0.00, 0.22]) components. In conclusion, a short-term reduction in indoor particle concentration led to improved test scores in students, suggesting an improvement in cognitive function.

English Language Attrition Levels and Language Maintenance Efforts among Indonesian Non-English Department Students

In the EFL context, the primary linguistic environment for learners is a formal classroom in which they receive input, feedback, and opportunities to practice with teachers and other learners. However, as learners graduate from schools, they might no longer have access to such an environment and thus be deprived of the main intake to support acquisition and retention, which makes them susceptible to language attrition. This study aims to explore the levels of attrition experienced by 165 multilingual non-English department students 30 months after graduating from their secondary schools, the possible factors associated with attrition, and the predictive power of some language maintenance efforts (LMEs) on English attrition. The participants took standardized English tests, that is, Test 1 and Test 2 administered within a 24-month interval and responded to a questionnaire about LMEs. A paired t-test was used to establish a link between attrition level and the identified factors. A multiple linear regression analysis was conducted to determine the predictive power of LMEs for attrition. The results show that learners with different proficiency levels experience different levels of attrition. Factors like attitude and motivation showed different degrees of correlation with attrition. A negative correlation was found in the three dimensions of LMEs: entertainment, literacy activity, and academic activity. Contrary to popular literature on first- and second-language attrition, the dimension of social interaction has a very low predictive power for foreign-language attrition.

أثر تطبيقات الهواتف الذكية التعليمية على تحسين مهارتي االستماع والتحدث في اللغة االنكليزية لدى طلبة كليات العلوم اإلسالمية

In previous research, there is not enough attention was paid to studying the impact of educational smartphone applications on improving the listening and speaking skills in the English language among students in colleges of Islamic sciences. This study aims to address this gap and contribute to the understanding of the impact of technology, specifically smartphone applications on language learning. It also aims to expand knowledge of effective teaching methods through technological integration, meet the educational needs of students in colleges of Islamic studies, and enhance the comprehensive learning experience. The researchers set a null hypothesis stating that there are no statistically significant differences in average, and the scores of the experimental group using smartphone applications were compared with the control group using traditional methods. The study adopted the descriptive and experimental approach, where quantitative data was collected and analyzed using tests and statistics. The research sample consisted of 60 students from the Department of Islamic Belief and Thought at the College of Islamic Sciences - University of Baghdad. They were divided into two groups: an experimental group and a control group. The research tools included educational smartphone applications, standardized English tests, surveys, and personal interviews. The results indicated a significant improvement in the listening and speaking skills of the students in the experimental group compared to the control group, which confirms the positive impact of using educational smartphone applications. Keywords: educational smartphone applications, listening and speaking skills, smartphone applications, null hypothesis

AI Tools in Teaching and Learning English Academic Writing Skills

Recently, the application of innovative technological solutions has revolutionized various aspects of our lives, and education is no exception. This study investigated the use of AI-powered tools and their effects on teaching and learning English academic writing skills. The research was conducted with the participation of 5 teachers and 60 students from five academic writing classes in two language centers in Hanoi. Data from the research were mainly collected through tests and questionnaires. Interviews were used as a supporting tool. The research findings indicate that teachers and students have positive attitudes toward artificial intelligence (AI), and AI tools are beneficial to the participants at discourse, sentence, and word/phase levels. The application of AI-powered writing tools has a considerable contribution to the students in terms of cohesion and coherence, lexical resources, grammatical range, and accuracy. The study can be considered an informative source of reference for teachers and students who are teaching and learning academic writing, especially prospective candidates for standardized English tests.

An Acoustic Analysis of Word Stress Production by Indonesian Learners of English

: Although word stress is a crucial aspect of English speaking, it is not given much emphasis in Indonesia's EFL instruction. Students, consequently, lack the theoretical understanding of how to properly stress syllables in English words. This study uses a program named Praat to examine the acoustic parameters of word stress produced by EFL students in terms of its intensity level. These parameters can indicate whether the students pronounce two-syllable words of nouns and verbs accurately. The subjects of this research were the third-year students of English Education Department who were selected purposively based on the students’ results of EF SET (Standardized English Test). The findings revealed that the students produced more inaccurate word stress when pronouncing nouns than they did when pronouncing verbs. Moreover, the inaccurate word stress produced by the students was divided into three categories: equation stress, no-stress placement, and reverse stress. Among the three categories, equation stress is the most common error found in this study. This study provides insight into the features of word stress and the acoustic measurement of word stress produced by Indonesian learners of English. It implies that there is a need to integrate explicit instruction on word stress. This could involve dedicated lessons on stress placement, incorporating practical exercises and feedback mechanisms to help students develop a theoretical understanding and practical skills in pronouncing English words accurately. The study also encourages future research in related areas, suggesting a focus on other pronunciation problems like intonation. This broader approach to research can contribute to a more comprehensive understanding of the challenges Indonesian learners face in mastering English pronunciation that can provide a foundation for curriculum development and instructional strategies aimed at enhancing English language proficiency in Indonesia.

Comparing TOEFL and teacher’s assessment scores in measuring student’s English skills

Standardized English tests have long been used to determine English learner’s level of proficiency. Tests such as TOEFL (Test of English as a foreign language) and IELTS (International English language testing system) are arguably the most popular English tests in the world. On the other hand, English learners are consistently being assessed by their teachers through a performance-based assessment which provides a comprehensive description of student’s learning achievement in learning English. The results of these two forms of assessments were hardly compared and correlated. Therefore, this paper investigates the correlation between student’s TOEFL score and teacher score. Moreover, this study explores how teacher uses washback effects of TOEFL and class tests. Investigating 42 grade 12 students in an English immersion school in Indonesia, the result of this study indicated a positive but weak correlation between TOEFL and teacher’s assessment scores (r = 0.246, p = 0.116). This weak correlation indicates that the two types of assessments measure student’s achievement and performance differently. The washback effect of TOEFL is mainly in the form of teacher’s encouragement to the students to be more serious when taking TOEFL test so that they will be about to get higher scores.

Integrating Mobile Technologies: Two Stage Study on Academic Performance and Social Presence

The ubiquity of mobile technologies has sparked interest in their potential impact. However, current research predominantly concentrates on adults, neglecting the younger demographic that is more profoundly immersed in mobile technologies. To bridge this gap, this study introduces a specialized instructional design, integrating the widely used application Duolingo into English classes, to explore the ramifications of mobile technologies on the academic performance and social presence of high school students in their initial years. Conducted within a private school where English is mandatory, the research adopts a mixed-method approach, with quantitative and qualitative facets. Data collection comprises a needs analysis, a standardized English test (KET), a social presence scale and follow-up interviews. Participants were selected using purposive sampling, 16 students each for the experimental and control groups. Semi-structured interviews were conducted with eight voluntary participants. Analysis techniques, including t-tests for the social presence scale, descriptive analysis for interviews, and grading for exam results were applied. Noteworthy distinctions in students’ academic performances were revealed through effect size measurements in writing (0.78), listening (1.01), and speaking (0.82), with a minor change in reading (−0.1). Additionally, a significant variation in social presence emerged (t = −9.194; p < 0.05). Qualitative themes emerged, highlighting Duolingo’s entertainment value, curriculum alignment, content diversity, accessibility, parental consent, and teacher guidance. Quantitative results demonstrated Duolingo’s positive impact on academic performance, while qualitative insights reflected students’ enthusiasm for its integration. Findings invite a critical examination of the role of such technologies, prompting inquiries into their potential advantages and challenges.

Second language speech comprehensibility and acceptability in academic settings: Listener perceptions and speech stream influences

AbstractIdeally, comprehensible second language (L2) speech would be seen as acceptable speech. However, the association between these dimensions is underexplored. To investigate the relationship between comprehensibility and “academic acceptability,” defined here as how well a speaker could meet the demands of a given role in an academic setting, 204 university stakeholders judged L2 speech samples elicited from a standardized English test used for university admissions. Four tasks from 100 speakers were coded for 13 speech stream characteristics. Judgments for comprehensibility and acceptability correlated strongly (r = .93). Linear mixed-effects models, used to examine judgments across all tasks and separately for each task, indicated that while random intercepts (i.e., speaker ability, listener severity) explained a substantial amount of total variation (32–44%) in listener judgments compared to speech characteristic fixed effects (8–21%), fixed effects did account for variation in speaker random effects (reducing variation compared to intercept-only models by 50–90%). Despite some minimal differences across task types, the influence of speech characteristics across both judgments was mostly similar. While providing evidence that comprehensible speech can indeed be perceived as acceptable, this study also provides evidence that speakers demonstrate both consistent and less consistent performance, in reference to speech stream production, across performances.

The Impact of Extroversion and Introversion on Iranian EFL Learners Grammar

The way we learn is affected by our personality. Regarding the significant role of different personality types in language learning in general and mastering L2 grammar in particular, the present study investigated the impact of extrovert/introvert personality types of Iranian EFL learners in grammar learning. It was hypothesized that in an EFL situation, extroverted students would attain a higher proficiency in English. An additional aim was to find out whether there is a significant effect of gender differences’ extroversion/ introversion on their grammar ability. Therefore, 220 high school students took a standardized English test, completed a personality questionnaire and provided information on a bio data form. The collected data were analyzed by Statistical Package for Social Sciences (SPSS). Distribution was conducted for evaluating extraverts and introverts’ grammar with respect to their gender differences. The main finding was extroversion vs. introversion has no significant impact in grammar learning. Moreover, there was no significant effect of gender differences’ extraverts/introverts on their grammar proficiency. The results revealed that both extraverts and introverts have the capability to be proficient in English grammar.

Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach

Numerous studies in second or foreign language (L2) learning have shown that students’ L2 self-efficacy and metacognitive strategies play essential roles in predicting L2 achievement. However, how these two constructs co-shape L2 learning is understudied. The current study examined the mediation of L2 self-efficacy between metacognitive strategies and L2 achievement in English. Participants involved 368 s-year undergraduate students studying English as an L2 taught by 19 teachers from a university in China. Multilevel structural equation modeling results showed that: (1) English self-efficacy and metacognitive strategies significantly predicted English achievement either represented by a standardized English test or the terminal exam, and (2) English self-efficacy mediated the relation between metacognitive strategies and English achievement. The results suggested the importance of accounting for the interplay between metacognitive strategies and self-efficacy in determining L2 achievement.

The Effect of Universal Design for Learning on the Proficiency of English as a Foreign Language Students’ Acquisition of Reading and Vocabulary Skills

A mixed-method study was conducted for six weeks during a preparatory year at Al-Baha University in Saudi Arabia to investigate the influence of Universal Design for Learning on the competency and proficiency of English as a Foreign Language (EFL) students’ acquisition of reading and vocabulary skills. The participants were 45 male students from Al-Baha University’s preparatory year, aged 18–21. The participants were subjected to standardized interviews and English achievement tests to gather qualitative and quantitative data respectively. The study’s results showed significant statistical variances between the post-test scores and the average scores of the EFL students using the Universal Design for Learning and the traditional method to acquire reading and vocabulary skills. This shows that the use of UDL has a statistically significant impact on students’ competency and proficiency in acquiring English reading and vocabulary skills. The findings of this study also revealed that UDL serves all needs of learners, boosts their motivation to gain more English skills, assists the students to break the barriers between themselves and the teacher, makes positive relationships among all students, provides varieties of materials for teaching, and gives options for the assignments

Negative Transfer in Chinese College Students' English Reading

Contrary to what most Chinese higher education researchers believe, teaching practice shows that Chinese university students still have some difficulty in reading academic literature in English, and this is not caused by a lack of vocabulary. To investigate the impact that Chinese-based reading habits produce on Chinese university students understanding of the logic of English academic texts, 23 students were given a standardized English reading test covering ecology, zoology, economics, and cartography. Test results and post-test interviews reveal that most Chinese students were significantly better at understanding the meaning of single sentences than at sorting out the logic of the texts. When reading English literature, some students fail to correctly understand the role of logical adverbs and conjunctions, and even ignored logical words in the texts. As a result, the speed of reading English literature slows down and students fail to correctly understand the central content of the texts. This is caused by the different meanings and functions of different logical words in Chinese and English. The results of this study point out that there is a lack of training in the ability to sort out the logic of texts in Chinese higher English education and provide new teaching ideas for teachers who are struggling to improve students' ability to read English literature.

Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis.

This study aims to validate self-regulated writing strategies for advanced EFL learners through a structural equation modeling analysis. Two sets of advanced, university-level EFL learners in China were recruited on the basis of results from a nationwide standardized English test. Sample 1 consisted of 214 advanced learners and served mainly as a data source for exploratory factor analysis. Sample 2 consisted of 303 advanced learners; data from this group were used to conduct confirmatory factor analyses. The results confirmed the goodness of fit of the hierarchical, multidimensional structure of self-regulated writing strategies. This hierarchic model has the higher order of self-regulation and the second order of nine self-regulated writing strategies that belong to four dimensions. In terms of model comparisons, the indices of Model 1 (nine-factor correlated model of EFL writing strategies for SRL) and Model 2 (four-factor second-order model of EFL writing strategies for SRL) mark significant improvements in terms of fit over the indices of Model 3 (one-factor second-order model of EFL writing strategies for SRL). This means the four-factor model (cognition, metacognition, social behavior, and motivational regulation) offered a better explanation for advanced EFL learners than the model treating self-regulated writing strategies as a single convergent factor. These findings, in some ways, differ from the results of earlier research on EFL learners' self-regulated writing strategies, and the findings of this study have certain implications for L2 writing teaching and learning.

Examining the Relationship Among Basic Psychological Needs Satisfaction, Self-Efficacy, and English Achievement of Vocational High School Students in Emergency Remote Teaching

In the context of Emergency Remote Teaching (ERT), this study is conducted to investigate how learning from home impacts Vocational High School students and how their success in English is linked to their well-being, particularly their satisfaction with fundamental psychological needs. To ensure the robustness of the study, questionnaires assessing Basic Psychological Needs Satisfaction, Self-efficacy, and socio-economic factors underwent validation through AMOS software. Notable differences in achievement across eight majors were examined using a one-way ANOVA. The connections among socio-economic factors (such as gender, parental background, and gadget availability), Basic Psychological Needs Satisfaction, Self-efficacy, and students' achievement were delved into through Structural Equation Modeling (SEM). The findings reveal that all student factors, with the exception of Self-efficacy, exerted a significant impact on achievement. It is noteworthy that Self-efficacy exhibited a negative impact, while the presence of gadget availability had the most pronounced positive effect. Interconnections among all these factors were also observed. In summary, the study highlights the influence of various factors, such as socio-economic background and psychological well-being, on the English achievement of Vocational High School students during ERT in Balikpapan, East Kalimantan, Indonesia. The encouragement of students to focus on their well-being, consideration of their family background, and ensuring access to gadgets are deemed critical for achieving better English scores. Future studies can delve deeper using qualitative data and different analysis methods. The inclusion of perspectives from teachers, principals, or parents, coupled with the utilization of standardized English tests, could provide a more comprehensive understanding.