English Test Research Articles

Remote assessment of cognition in Parkinson's disease and Cerebellar Ataxia: the MoCA test in English and Hebrew.

There is a critical need for accessible neuropsychological testing for basic research and translational studies worldwide. Traditional in-person neuropsychological studies are inherently difficult to conduct because testing requires the recruitment and participation of individuals with neurological conditions. Consequently, studies are often based on small sample sizes, are highly time-consuming, and lack diversity. To address these challenges, in the last decade, the utilization of remote testing platforms has demonstrated promising results regarding the feasibility and efficiency of collecting patient data online. Herein, we tested the validity and generalizability of remote administration of the Montreal Cognitive Assessment (MoCA) test. We administered the MoCA to English and Hebrew speakers from three different populations: Parkinson's disease, Cerebellar Ataxia, and healthy controls via video conferencing. First, we found that the online MoCA scores do not differ from traditional in-person studies, demonstrating convergent validity. Second, the MoCA scores of both our online patient groups were lower than controls, demonstrating construct validity. Third, we did not find differences between the two language versions of the remote MoCA, supporting its generalizability to different languages and the efficiency of collecting binational data (USA and Israel). Given these results, future studies can utilize the remote MoCA, and potentially other remote neuropsychological tests to collect data more efficiently across multiple different patient populations, language versions, and nations.

AN ITEM ANALYSIS OF THE ENGLISH SUMMATIVE TEST FOR THE SEVENTH GRADE STUDENTS OF SMPN 12 TANGERANG SELATAN

The objective of this study is to find out whether or not the English summative test for the Seventh Grade Students of SMPN 12 Tangerang Selatan can be categorized as a good test based on the difficulty level, the discriminating power and the effectiveness of distracters. The respondents of this study were the seventh grades students of SMP Negeri 12 Tangerang Selatan. The respondents of this study were taken from two classes. The number of this population was 68 students. The students of each class consist of 38 and 30 students. The number of sample of this study was 34 respondents, 17 respondents of the upper group and 17 respondents of the lower group. The method of the study was descriptive quantitative and qualitative method. In analyzing the difficulty level and the discriminating power, the writer used the formula suggested by Heaton to analyze the difficulty level and the formula suggested by Hopkin and Antes to analyze the discriminating power. After analyzing the difficulty level, there have been 24 items which categorized in the easy level, 24 items which categorized in the medium level, and 2 items which categorized in the difficul level. In terms of the discriminating power, there have been 37 items can be accepted, 10 items should be revised, and 3 items should be discarded. Based on the results of the difficulty level and the discriminating power, it can be concluded that the test fulfills the criteria of a good test.

An Analysis of Test Items of English Subject at Eighth Grade of SMP Muhammadiyah Pasir Pengaraian

This research is aimed at describing the quality of the English tests and the index of difficulty. This research was conducted because of the researcher found several problems faced by eighth students grade of SMP Muhammadiyah Pasir Pengaraian when submitted the examination result. These problems were most of students had limited vocabularies so they could not answer the question of the test, they could not understand the question because it did not have clear. Based on the problems above this research is aimed at describe the quality of test that used in final examination. This research is descriptive quantitative research. The population of the research were all of the eighth grade students at SMP Muhammadiyah Pasir Pengaraian. They were 84 students as the sample of the research. The instrument of the research were documentation in the form of the sheet of the students’ test and it was analyzed by using Ms. Excel. Based on the result of the research, there were 30 questions answered by the students. According to the categories of the questions as follows; 34 students they were belong to easy test (40%), 25 students answered difficult test, they were belong to difficult test (30%) and 42 students answered moderate test. They were belong to moderate test(50%). The kinds of test were matching word, arranging the statement, essay and multiple choice items. English test were included in moderate tests. The tests were good but there were some unclear instructions so that most of students could not answer. It can be concluded that arrangement of the question were good, but the form of the questions have did not clear instructions, so most of the students did not understand the questions because of the meaning of the vocabulary most of them did not know. Therefore the teacher must have the knowledge to make good quality questions so that students can answer the questions.

Penggunaan Realia dalam mengajarkan English Guiding untuk Asidewi Desa Wisata Kampung Patin

This research aims to describe the results of using Realia to increase the ability to guide in English ASIDEWI in the tourist village of Patin village, Koto Masjid village, XIII Koto Kampar sub-district, Riau. This research uses the Classroom Action Research method which has several procedures in each cycle. For one procedure cycle there are four; Planning, Action, Observation, Reflection. After running one cycle, a total of four meetings, researchers have found results from the use of realia in English guiding which has been practiced by ASIDEWI. To find out the results of applying Realia in teaching English Guiding, at the end of the meeting, the researcher gave a test, namely the guiding test in English. The test results show that there is no improvement in ASIDEWI's English Guiding ability by using realia. This occurs due to several factors that have been obtained through Qualitative Data. First, ASIDEWI members do not have sufficient knowledge of English. Generally, ASIDEWI members have a diploma at the Senior High School (SMA) level. Second, ASIDEWI members are not yet confident or shy about speaking English. Third, ASIDEWI has a very minimal vocabulary. In conclusion, ASIDEWI's ability in English Guiding whether using realia media or not using media is the same.

Experiential Learning Strategy and Preschoolers' Performance in English Language

This experimental study was conducted to examine the effect of experiential learning strategy on vocabulary development of preschool children in English language. The study used a pretest-post quasi experimental design. Two intact groups of preschool children were selected from an English medium school. Each group consisted of 30 children. Instrument was English language test consisting of vocabulary development, spelling test, sentence writing and creative writing. Pre-test was given to both the groups and the results were recorded. The control group was taught using conventional method of teaching; while the experimental group was taught using experiential learning strategy. After intervention of experiential learning strategy, a post test was conducted. Findings of the study showed that the children instructed using experiential learning technique achieved significantly higher scores on English subject test as compared to the students who were taught with conventional teaching method. It was suggested that experiential learning strategy may be used to improve performance in vocabulary development, spelling test and creative writing at preschool stage.
 Keywords: Experiential learning, Teaching strategy, Vocabulary development, English language learning

Bridging the gap? Evaluating the effectiveness of Punjab's public–private partnership programmes in education

The study examines the effectiveness of Punjab's Public Private Partnership (PPP) programmes in Education in improving value-added math, English and Urdu test scores for grade four pupils. The use of an instrumental variable (IV) approach was possible to assess the impact of PPP schooling on student achievement for two (out of four) PPP programmes. Using the IV approach, the study finds that of the various PPP models being implemented in Punjab, only the private school subsidy programme has a positive, statistically significant association with math student achievement, with students scoring 0.5 standard deviations higher than public school students. However, an Oster (2019) bias adjustment procedure suggests the magnitude of the effect may be overstated. This study finds no evidence that PPP schools are more effective than public schools at improving learning outcomes for socio-economically disadvantaged students.

Research on Deep Learning-based English Vocabulary Teaching Aid System in Colleges and Universities

Abstract Currently, English teaching in colleges and universities faces the challenge of low efficiency in vocabulary teaching. Deep learning technology, an advanced artificial intelligence technology, provides new ideas for solving this problem. Constructing an efficient teaching aid system can achieve personalized vocabulary learning and significantly improve learning efficiency and effectiveness. Aiming to address the efficiency and effectiveness problems in English vocabulary teaching in colleges and universities, this study develops an English vocabulary teaching assistance system based on deep learning. Deep learning algorithms allow the system to analyze students’ learning habits and abilities and provide personalized vocabulary learning suggestions. The research constructs neural network models, uses big data to explore students’ learning behaviors, and develops an intelligent pushing mechanism. The system in this paper achieved face recognition accuracy of 81.08% and 98.84% on the FER and C.K. datasets, which verify the model’s effectiveness. Through the teaching experiments conducted on two classes in Y school in W city, the average score of the English vocabulary test of the class taught with this system increased from 75 to 93, significantly higher than that of the traditional teaching methods. This auxiliary system can improve the effectiveness and efficiency of English vocabulary learning, which also offers new technical support for English teaching in colleges and universities.

中考英语写作测试试题研究——以2023年四川省10个地级市写作测试题为例

中考英语写作测试试题研究——以2023年四川省10个地级市写作测试题为例

EFFECTS OF GAMIFIED GRAMMAR AND VOCABULARY LEARNING IN AN ENGLISH COURSE ON EFL STUDENTS IN THAILAND

The present study investigated the effects of gamified grammar and vocabulary learning using Kahoot!, Quizizz, and Quizlet on learning performance, motivation, enjoyment, anxiety, and classroom dynamics and engagement in an English course. The investigation also involved the effects of gamified learning on gender, proficiency, and learning outcomes. Gamified learning was implemented for eight weeks, consisting of Cycle 1 (grammar) and Cycle 2 (vocabulary). Data were collected using survey questionnaires, grammar and vocabulary tests, and English proficiency tests. The results indicated high positive effects on the five survey constructs and significant increases were noted for learning motivation and classroom dynamics and engagement while reducing learning anxiety. The effects remained constant for female and male students, yet high-level students would likely enjoy and be engaged more in gamified learning than low-level students. Despite these highly perceived effects, they were not significant predictors of students’ grammar learning outcomes. Only the degrees of students’ learning enjoyment and anxiety can help estimate students’ achievement in vocabulary learning. Keywords: gamification; grammar learning; vocabulary learning; learning outcomes

Research on the Integration Mode of Teaching Chinese Cultural Elements and English Translation Courses Based on the Integration Model

Abstract How to integrate Chinese cultural elements with English translation courses has been a major topic of discussion within English teaching. For this, this paper proposes to integrate traditional Chinese cultural elements into English translation courses, combining the entropy weighting method and the gray correlation analysis method to calculate the degree of integration and influencing factors of the two. It firstly eliminates the incomparability caused by different outlines and the positive and negative directions of the indicators through the dimensionless processing of the indicator values, and secondly uses the entropy weighting method to calculate the objective weights of the indicators, and applies TOPSIS to make a comprehensive evaluation. To assess the integration of Chinese cultural elements and English translation course teaching at this school, use gray correlation analysis. The practical application of designing English translation test papers with Chinese cultural elements and integrating traditional Chinese cultural elements into the teaching of English courses was carried out at a university. The correlation between article translation and the total score is the largest (0.728), and the correlation of basic translation ability is 0.658. The ones that have an impact on the translation ability of Chinese traditional elements are, in descending order, basic reading (0.8175), listening to English (0.7951), comprehensive ability (0.7422), and English writing (0.6384).

The construction of a dynamic assessment model of reading ability in secondary school students' English classroom

Secondary school students' reading ability in English classroom is an important ability for secondary school students' English learning, and it is also highly valued by teachers, parents as well as students. Regarding the English proficiency test, the assessment of students' English reading ability is necessary. Based on this, this paper constructs a dynamic assessment model of secondary school students' reading ability in the English classroom, and through the evaluation results of the implementation of this model in secondary school students' English reading teaching, it can be seen that the dynamic assessment model can help students to master reading strategies, significantly improve their reading performance, and have a good effect of intermediary intervention.

Innovation and Evaluation Analysis of English Teaching Mode in Colleges and Universities Based on Wavelet Packet Decomposition

Abstract The surge in information technology has catalyzed a pivotal shift towards innovative English teaching methodologies in higher education, garnering significant attention in educational research. This study introduces wavelet packet decomposition as a novel approach to both the innovation and evaluation of English teaching methods in colleges and universities, aiming to enhance teaching efficacy and scientific rigor. By employing wavelet packet decomposition for data analysis and utilizing a cloud-based evaluation model for teaching assessments, we investigate the impact of a new teaching mode at College M. Results reveal that students exposed to this innovative teaching strategy outperformed their counterparts in the control group on English cognitive tests, particularly in foundational areas such as grammar, where the experimental group achieved an impressive average success rate of 86.73%, compared to the 25%-50% range of the control group. These findings highlight the substantial benefits of the innovative teaching mode in elevating students’ English learning outcomes, particularly in grasping basic concepts. Furthermore, integrating a cloud evaluation model offers a comprehensive and scientific framework for assessing teaching effectiveness. This research validates the efficacy of the novel teaching model and introduces an innovative evaluation methodology for English education in tertiary institutions.

A Study of the Washback Effect of the Listening Test of College English Test (Band 4) on Chinese Students’ Self-Regulated Learning

A Study of the Washback Effect of the Listening Test of College English Test (Band 4) on Chinese Students’ Self-Regulated Learning

An Alternative Method of Assessing d/DHH Secondary-School Students' L2 Language Development.

Little information is available on d/Deaf and hard of hearing (d/DHH) learners' L2 development. Their limited auditory access may discourage them from taking standardized tests, highlighting the need for alternative ways of assessing their L2 development and proficiency. Therefore, this study suggests adopting processability theory, which demonstrates a universal order of L2 development. Interviews with d/DHH learners and their teachers were conducted to explore their current difficulties in regard to understanding their L2 development. Also, we conducted brief speaking tasks to suggest alternatives to testing the L2 development of learners who are d/DHH in comparison to typical literacy learners. The result showed d/DHH students' L2 developmental patterns are similar to those of typical hearing peers, suggesting that d/DHH students and hearing learners share difficulties in similar areas when learning English. Teachers highlighted the lack of appropriate English tests to determine the d/DHH students' L2 development.

Closing The Gap: Evaluating Exclusive English Medium Instruction In Chinese Higher Education

In today's globalized world, proficiency in the English language stands as a critical skill, especially in non-native contexts such as China's higher education system. This research delves into the effectiveness of exclusive English Medium Instruction (EMI) in closing the prevalent gap between language input and proficiency among Chinese undergraduates. Utilizing Stephen Krashen's input hypothesis alongside modern language learning theories, the study assesses the capacity of monolingual instruction to significantly improve vocabulary, grammar, and overall language comprehension. It distinctively evaluates the impact of EMI within the Chinese educational framework, traditionally dominated by bilingual methods. Employing a robust quasi-experimental design with first-year undergraduate students, this investigation focuses on the influence of monolingual teaching on English language proficiency, particularly measuring performance in the College English Test—Band 4 (CET-4). Results indicate a marked enhancement in CET-4 scores within the EMI group compared to controls, thus supporting the hypothesis that immersive language exposure facilitates superior language acquisition. Furthermore, this research transcends academic discussion, providing actionable insights for curriculum development, teaching strategies, and policy making to boost English proficiency in Chinese undergraduate education. By adopting global linguistic trends and tackling specific challenges of English instruction in China, our study promotes a shift towards monolingual education as a fundamental element of linguistic mastery in higher education. Ultimately, this investigation not only validates the efficacy of exclusive EMI in improving English proficiency among Chinese undergraduates but also paves the way for significant pedagogical changes in language teaching, aligning with the global communication demands of the 21st century.

The Relationship between Senior High School Students’ Foreign Language Learning Boredom and English Achievement

This study aims to examine how Foreign Language Learning Boredom (FLLB) is related to foreign language achievement of Chinese senior high school students in an English as a foreign language context. Informed by the control-value theory, the questionnaire of FLLB was administered to 128 senior high school Chinese students in grade one. Analysis of the questionnaire data and the final English exam scores shows that FLLB among senior high school students in China was at a medium level. Specifically, of the seven dimensions, the level of PowerPoint presentation boredom was the highest, while the level of Teacher-dislike boredom was the lowest; a negative correlation was found between students’ FLLB and English achievement. Of seven dimensions, foreign language classroom boredom, under-challenging task boredom, homework boredom, general learning trait boredom, and over-challenging or meaningless task boredom were significantly relevant to English final exam scores. Moreover, FLLB contributed significantly to the negative prediction of English test scores.

Analysis of English Classroom Interaction in Colleges and Universities Based on Student Behavioral Data

Abstract With the advancement of the information age, the traditional teacher-led English classroom interaction in colleges and universities has made it challenging to meet the individualized needs of different students. Therefore, this paper takes the current classroom behavior data of college students as the basis, uses the K-means clustering algorithm and I-divergence measure to categorize, analyze, and study the student behavior data, and digs out the correlation between students’ classroom behavior data and teaching interaction. This paper takes all the teachers and students of English majors in college M as the research samples. It conducts experimental research in terms of teachers’ and students’ classroom speech rates, teachers’ and students’ questioning rates, and teachers’ and students’ use of instructional technology, etc. The 10 classes of English majors in college M do not have more than 50% of the students’ speech rate, except for class 2. Class 2 has the highest speech rate (61.64%) among students, while class 5 has the lowest rate (7.5%). From the point of view of active questioning rate, 10 classes had very low SQ ≤ 0.02, and even in classes 1, 3, 4, 5, and 6, there was a situation where students’ active questioning rate was zero. After analyzing the student behavior data in some classes, it was found that the mean score of English test students in the experimental group before and after the test increased by 4.687, corresponding to a significance Sig value of 0.000<0.05, which reaches the level of significance. The analysis of classroom behavior data reveals that enhancing the ratio of teacher-student interaction activities can improve students’ English scores.

Assessment of Test Validity in the Context of the Duolingo English Test

Assessment of Test Validity in the Context of the Duolingo English Test

Exploring the Reform Path of English Teaching in Colleges and Universities from the Perspective of New Liberal Arts

Abstract With the advancement of economic globalization, current English teaching in colleges and universities no longer meets the social demand for cultivating liberal arts talents in the new era. The study combines the six stages of the BOPS method and proposes an online, hybrid model for teaching English. Based on this, a teaching experiment is carried out on two parallel classes of students in a university, and the English test scores and specific dimensions of the two courses before and after the experiment are compared. Then, an intelligent algorithm was used to design an English teaching effect evaluation method to assess the comprehensive effect of English teaching from the dimensions of teachers, students, and grades and to explore the effectiveness of the online, hybrid English teaching model. After the teaching experiment, the total English achievement scores and all dimensions of the students in the test group and the control group showed significant differences at the 5% level, with the total English achievement scores of the test group being 14.18% higher and 20.34% higher than before the experiment. The overall English teaching effect is above moderate, with a comprehensive score of 3.387. The online, hybrid English teaching mode positively enhances the effectiveness of English teaching in colleges and universities.

Research on Text Analysis Methods in English Translation Teaching Based on Semantic Association Network Modeling

Abstract As the mainstream language of the world, English still occupies an unshakeable prime position, and English translation is one of the essential learning content for students. The semantic network association network model is introduced in this paper, and a text analysis model for English translation is proposed. The model obtains word vectors through the GloVe word embedding model, combines the relevance measure of the Jaccard index, and applies the improved RelArtNet algorithm to calculate semantic relevance in English texts. The translated data from a prominent English test is selected as a sample to analyze the relevance of each feature value of English translation scores. From the three aspects of word surface, conceptual fidelity, and semantic expression, the textual analysis of the experimental corpus by the model yields the comprehensive scoring effect of English translation by the model. The correlation between translation length and English translation scoring is the highest, and the correlation of scoring in both English to Chinese and Chinese to English is more significant than 0.58. The overall model scoring and manual scoring of English translation are closer, with a difference of 1.59 in scoring and a correlation coefficient of greater than 0.8, which verifies the practical value of the model for scoring English translations. The English translation scoring model can help teachers review translations and students practice independently, which has important practical significance.