English Test Research Articles

Topic Familiarity Effects on Performance in Speaking Assessment Tasks

Speaking assessment is believed to be difficult in its expansion and execution. Thus, it is a challenge for teachers in preparing students for speaking tests. This study’s purpose was to identify whether topic familiarity affects speaking performance among students who were preparing to sit for the high-stakes Malaysian University English Test speaking test. The study aimed to investigate the validity and reliability of the speaking assessment measures and, subsequently, to examine the speaking tests’ item difficulty measures differences according to topic familiarity level. Data were collected from 40 non-native speakers of English among Malaysian Form Six pre-university students who were preparing for their MUET test. The researcher conducted two practice speaking tests, which used retired papers of the MUET CEFR-aligned speaking tests, to the 40 participants who were grouped into 10 speaking test groups. The practice speaking tests were video and audio-recorded. Topic familiarity was measured using self-report questionnaires. In the second phase, each of the seven appointed raters scored all 40 students’ responses in two speaking tests consisting of two speaking tasks assessed across four criteria: task fulfillment, language, communicative ability, and group discussion. Many-facet Rasch measurement results revealed significant differences translating to significant influence of topic familiarity on speaking performance. The present study’s results not only confirmed the significance of topic familiarity in the preparation for speaking assessments, but also highlighted the need for formal teaching on potential topic themes that are commonly encountered in such assessments, particularly those that are at the post-secondary level. These findings imply importance in designing speaking tests taking into account test-taker topic familiarity.

The Application of Big Data Technology in English Teaching Mode Innovation and Effect Analysis

Abstract Big data technology provides a detailed development of English language teaching, which is targeted through the assessment of cognitive level. In this paper, ConvSLSTM is used to describe the problem of learners’ knowledge level and build a cognitive framework. With the support of the framework, “recall rate” was introduced to quantify the English vocabulary test results, PSTM ability was adopted to reflect the acquisition of syntactic variants, and attention control was borrowed to evaluate pronunciation characteristics. Based on the initial quantification mentioned above, a hierarchical-level calculation was accomplished by combining fuzzy logic. Meanwhile, based on the estimation of different sides, a rule space model was created, and some corrections were made to achieve the cognitive diagnosis of the group level. In terms of the syntactic developmental trajectory of the girl learners, the maximum value of the range of syntactic variation of the subjects appeared in the middle and late stages. During the early stages of development, the variation range is between 10-35, and the bandwidth is 25, with very little variation. However, in the middle stage of development, it basically starts to oscillate significantly between 10-85, at which time the bandwidth increases to 75. Big data technology has created a comprehensive measurement framework for learners’ English proficiency.

Local similarity and global variability characterize the semantic space of human languages.

How does meaning vary across the world's languages? Scholars recognize the existence of substantial variability within specific domains, ranging from nature and color to kinship. The emergence of large language models enables a systems-level approach that directly characterizes this variability through comparison of word organization across semantic domains. Here, we show that meanings across languages manifest lower variability within semantic domains and greater variability between them, using models trained on both 1) large corpora of native language text comprising Wikipedia articles in 35 languages and also 2) Test of English as a Foreign Language (TOEFL) essays written by 38,500 speakers from the same native languages, which cluster into semantic domains. Concrete meanings vary less across languages than abstract meanings, but all vary with geographical, environmental, and cultural distance. By simultaneously examining local similarity and global difference, we harmonize these findings and provide a description of general principles that govern variability in semantic space across languages. In this way, the structure of a speaker's semantic space influences the comparisons cognitively salient to them, as shaped by their native language, and suggests that even successful bilingual communicators likely think with "semantic accents" driven by associations from their native language while writing English. These findings have dramatic implications for language education, cross-cultural communication, and literal translations, which are impossible not because the objects of reference are uncertain, but because associations, metaphors, and narratives interlink meanings in different, predictable ways from one language to another.

Assessing EFL Students’ Performance and Self-Efficacy Using a Game-Based Learning Approach

Educational technology plays a major role in today’s learning as it offers significant advantages in delivering learning content, classroom communications, and assessing learners. Assessment is a cornerstone in modern and formal education and is particularly necessary for tracking progress, measuring knowledge or achievement, and planning future educational steps. This study investigates the effects of using an online game-based learning (GBL) approach in students’ assessment in terms of their performance and self-efficacy in English as a foreign language (EFL) learning. A quasi-experiment was conducted on intermediate school-level students, who were divided into two groups, namely control and experimental. Each group underwent an English language test conducted through a Google Form and a role-playing game developed to mimic the functionality of an assessment tool. The results indicate that the performance of the experiment group was neither affected positively nor negatively using the GBL assessment tool. On the other hand, the results also show that using such a tool has positively affected students’ self-efficacy levels.

DIGGING THE YOUTUBE VLOGGING IMPACT ON ENHANCING STUDENTS' SPEAKING PROFICIENCY

In this study, the authors implemented Clasroom Action Research by using Youtube vlogging to improve students' speaking proficiency in two cycles. The primary objectives of this study were to describe the implementation of using this media and to find out how much students' speaking proficiency improved. Observations, interviews, field notes, documentation, and speaking tests were used in collecting the data. The authors evaluated the English test results of each student for data analysis. The samples of this study were twenty students of X-E-1 (tenth grade) of SMAK.ST. Gabriel Maumere. Quantitative data were collected from test scores, while qualitative data were collected from the progress of student activities, pleasant classroom atmosphere and interesting learning environment. The average score in the pre-test was 50.6%, with only 25% success rate in class percentages. During the first cycle, eight students (40%) reached the minimum standard of criteria, resulting in an average class score of 65.1%. In the second cycle, 17 students (85%) exceeded the standard, and the class average increased significantly to 77.4%. Consequently, it can be deduced that creating Youtube vlogs can augment students' spoken proficie

The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender

Abstract This research explored the mediation of self-efficacy and moderation of gender between socioeconomic status (SES) and foreign language (FL) achievement. A total of 8,906 Chinese secondary students (50.7 % males) completed socioeconomic status (SES) questionnaire, English self-efficacy scale, English achievement test, and demographic questionnaire. Multilevel regression model showed that SES was positively associated with English achievement both at student and school levels. The multilevel mediation model demonstrated that English self-efficacy partially mediated the link between SES and English achievement only at student level, and the mediation effect accounted for 30 % of the total effect. Moreover, the link between SES and English achievement was moderately influenced by gender. Specifically, boys’ English achievement was more significantly impacted by SES compared to that of girls. These findings underscore a gender disparity in the impact of SES on FL achievement, advocating for targeted interventions specifically aimed at students from low-SES backgrounds, particularly males.

Bilingual advantages in foreign language learning: evidence from primary-school pupils with developmental language disorder

IntroductionOne of the bilingual advantages often reported in the literature on typically-developing children involves advantages in foreign language learning at school. However, it is unknown whether similar advantages hold for bilingual pupils with learning disabilities. In this study, we compare the performance of monolingual and bilingual primary-school children with developmental language disorder (DLD) learning English as a school subject in special education schools in the Netherlands.MethodsThe participants were monolingual (N = 49) and bilingual (N = 22) children with DLD attending Grade 4−6 of special education (age 9–12). The bilingual participants spoke a variety of home languages. The English tests included a vocabulary task, a grammar test and a grammaticality judgement task. The Litmus Sentence Repetition Task and the Peabody Picture Vocabulary Test were used as measures of, respectively, grammatical ability and vocabulary size in Dutch (majority/school language). In addition, samples of semi-spontaneous speech were elicited in both English and Dutch using the Multilingual Assessment Instrument for Narratives. The narratives were analysed for fluency, grammatical accuracy, lexical diversity, and syntactic complexity. A questionnaire was used to measure amount of exposure to English outside of the classroom.Results and discussionThe results for Dutch revealed no differences between monolinguals and bilinguals on the narrative measures, but monolinguals performed significantly better on both vocabulary and grammar. In contrast, bilinguals outperformed monolinguals on all English measures, except grammatical accuracy of narratives. However, some of the differences became non-significant once we controlled for amount of out-of-school exposure to English. This is the first study to demonstrate that foreign language learning advantages extend to bilingual children with DLD. The results also underline the need to control for differences in out-of-school exposure to English when comparing bilingual and monolingual pupils on foreign language outcomes.

Admixture mapping of cognitive function in diverse Hispanic and Latino adults

AbstractBackgroundGenome‐wide association studies (GWAS) conducted primarily in populations of European ancestry have revealed the polygenic nature of cognitive abilities [1, 2] but genetic discoveries in other populations, including Hispanics/Latinos, are lagging. Genetically, US Hispanics/Latinos have uniquely admixed genomes, encompassing African, Amerindian, and European ancestries.[3] Admixture patterns in genomic regions (local ancestry) can be leveraged in gene mapping when frequencies of trait‐associated genetic variants located within these regions differ between ancestries.MethodWe conducted genome‐wide admixture mapping analyses followed by fine mapping to identify genetic variants associated with cognitive function in 7,140 Hispanic and Latino adults (mean age 55 years; 60.5% women) from the Hispanic Community Health Study/Study of Latinos (HCHS/SOL). Five measures of cognitive function were investigated: Six‐Item Screener (SIS), Brief Spanish English Verbal Learning Test (SEVLT), Word Fluency Test (WFT), Digit Symbol Substitution Test (DSST), and a measure of general cognitive function (PC1). We tested the identified variants for replication in independent samples with similar neurocognitive measures.ResultWe identified 9 significant local ancestry‐associated regions for the 5 cognitive tests. Counts of African ancestry on at 13q12.11, 4q14, 10p12.2 and 9p22.1 were associated with DSST, PC1, SIS, and WFT, respectively. Counts of Amerindian ancestry at 1q25.2 were associated with DSST; and at 12q14.2 and 12q15 with SIS. Counts of European ancestry at 8p22 were associated with SEVLT; and at 13q12.13 with, both, DSST and PC1. Fine mapping via SNP association testing in each region identified genetic variants that partially or totally explained the admixture signal. While statistical evidence of independent replication of the prioritized variants was generally weak, with only two replicated associations at chr8p22 and chr13q12.13, there was strong biological support for the observed associations to cognitive function. For example, the prioritized variant at 8q22 is an eQTL for CNOT7, which regulates synaptic plasticity and is essential for hippocampal‐dependent learning and memory [4].ConclusionOur admixture mapping analyses identified multiple novel loci associated with measures of cognitive function. This demonstrates the effectiveness of admixture mapping in complementing GWAS [5] and provides an opportunity to identify genetic loci that may be particularly relevant in underrepresented populations.

Academic verb knowledge of DHH college students and their hearing peers.

This study addressed the critical gap in research on the academic English vocabulary knowledge of deaf and hard-of-hearing (DHH) students at the college level, with a specific focus on academic English verbs. An English vocabulary test was developed to assess knowledge of academic verbs at three distinct corpus-defined lexical frequency ranges. The test was administered to the DHH students along with two comparison groups of college peers-students of English as an Additional Language (EAL)1 and hearing native-English-speaking students. Results revealed near-ceiling performance by hearing native speakers but significant vocabulary challenges in the DHH and EAL learner groups, who exhibited parallel lexical knowledge. Learner group performance increased as verb frequency range increased and as overall English proficiency level increased. The findings demonstrate that lexical frequency effects guide English verb acquisition in the targeted populations.2.

A preliminary investigation of stutteringand typical disfluencies in bilingual Polish‑English adults who stutter: A multiple cases approach

This study analyzes the frequency of stuttering and typical disfluencies in Polish‑English bilingual adults who stutter during cross‑linguistic dialogue, monologue, and oral reading contexts. Additionally, the relationship between English proficiency and stuttering and typical disfluency frequencies was examined. The study aims to contribute to the body of research regarding differential considerations between monolingual and bilinguals who stutter. Data collection took place via video conferencing. Participants first completed an English proficiency cloze test, where they entered missing words in a short English text. Following this, randomized dialogue, monologue, and oral reading speech samples in Polish and English were collected. The correlation between cloze test scores and frequency of stuttering and typical disfluency in the English samples was also examined. All participants experienced more stuttering in English (L2) than Polish (L1) during dialogue. Overall, participants had increased stuttering in L2 for at least one speaking task. Seventy one percent of participants had increased typical disfluencies in L2 for dialogue and monologue. Most participants evidenced an increase in stuttering and typical disfluencies in L2 compared to L1. The results suggest that language proficiency may share a relationship between frequency of stuttering and typical disfluencies, highlighting the importance of collecting cross‑linguistic speech data during assessment to reach clinical decisions related to fluency disorders in bilingual populations.

Analysis of the Distribution of English Test Scores in the Vietnamese National High School Graduation Examination in 2023

English has become the global language and plays an important role in order for people to communicate and fit into the real world. Learning English at high schools in Vietnam has become a necessary need of students. The aim of this paper is to analyse the distribution of English test scores in the Vietnamese National High School Graduation Examination in 2023. English test scores were first collected from 876,102 examinees and used for the analysis. The distribution of English test scores in 2023 was then identified using statistical analysis (histogram and descriptive statistics). It was found that the distribution of English test scores in the Vietnamese high school graduation examinations in 2023 was skewed to the right. Over 392,000 examinees accounting for 44.8% of the examinees, scored below 5 in which a total of 494 examinees had a perfect score of 10. A large number of examinees having scores of from 6.0 to 9.0 was also identified. English scored lowest among Vietnam's high school graduation examination subjects. Findings in this study suggest that, generally, the English tests in 2023 were suitable for the goal of graduation recognition. Keywords: Distribution, English test scores, High school graduation examination, Vietnam.

EFL teachers’ cognition of social and psychological consequences of high-stake national language tests: role of teacher training workshops

Consequential validity, a facet of construct validity, has been extensively explored by educational psychologists and scholars focused on English language assessment. It is widely recognized that English language instructors must possess a thorough understanding of high-stake language tests. However, the body of research concerning EFL teachers’ perceptions of high-stake tests is quite limited. This study aims to delve into the cognitions of Iranian EFL teachers regarding the social and psychological ramifications of high-stake English language tests. Additionally, the study investigates the influence of a teacher training workshop on EFL teachers’ perceptions of test consequences. The research employs a two-phase quantitative research design. A total of 210 EFL teachers participated in the survey, completing a scale comprising 25 items that delineated their perceptions of test consequences. Furthermore, thirty teachers engaged in a two-session workshop focused on test consequences. Data analysis encompassed both one-sample and paired-sample t tests.The results reveal that EFL teachers possess knowledge regarding certain social and psychological consequences of language tests; however, their awareness of some adverse consequences remains limited. Notably, the outcomes indicate that teacher training workshops have a positive impact on teachers’ cognitions of both positive and negative test consequences. The implications of these findings extend to teacher trainers and English language educators, offering practical insights to enhance the effectiveness of their teaching practices.

Relationship Between Chinese Non-English Majors Students Identification of Negative Transfer of L1 in C-E Translation and Their CET-4 or CET-6 Scores

College English Test Band 4 (CET-4) and College English Test Band 6 (CET-6) are administered nationwide, which is of great significance to non-English major students in China. English is the second language of Chinese college students, so it will inevitably have some negative transfer of L1 (first language, the same as mother tongue) in their second language output, but the relationship between negative transfer of L1 and their CET-4 and CET-6 scores is still lack of a unified explanation. Therefore, this study takes 91 Non-English Majors students identification of negative transfer of their mother tongue in Chinese to English (C-E) translation and their CET-4 or CET-6 scores as the research objects and uses SPSSAU to analyze the data. The results show that: there is a significant negative correlation between the behavior and thinking mode that may lead to negative transfer and CET-4 (CET-6) total score; CET-4 (CET-6) total score and the identification of negative transfer of L1 in translation are significant positive related. Therefore, colleges and universities should teach non-English majors students the phenomenon of negative transfer in mother tongue, and guide students to think and express in the way of second language native speakers when producing second language; Similarly, students should enhance their awareness of the negative transfer of their mother tongue in translation, in order to improve their translation quality, second language ability and CET-4 and CET-6 scores.

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.

Pelatihan Keterampilan Bahasa Inggris Komunikatif bagi Pedagang Souvenir di Sentra Kerajinan Gerabah Sasak

This community service program aims to improve English communication skills for pottery souvenir traders who sell around the Sasak Pottery craft center, Penujak Village, Central Lombok Regency. The implementation of this service uses a transfer of knowledge-based training method consisting of preparation, implementation, and evaluation activity. The service activity partners are souvenir traders at the Sasak Pottery Craft Center, totaling 30 people. The evaluation instrument for this activity uses an English conversation test and is analyzed descriptively. The results of the implementation of the activities show that: 1) The training participants, consisting of souvenir traders at the Sasak Pottery craft center, have gained knowledge both theoretically and practically regarding good communication skills in English. 2) Souvenir traders have been able to use English as a means of communication to promote and offer various types of handicraft products to foreign guests. It is hoped that this training activity can positively contribute to improve the residents' welfare, especially for makers and/or sellers of pottery souvenirs around Penujak village.

The Correlation Between Students’ Self Efficacy, Motivation, And English Learning Outcomes

The recent decade has witnessed the worse condition of Indonesian students’ learning loss which commonly caused by lack of self control. In handling that, students need the confidence to enhance their self-control which has been referred in literature as self-efficacy and motivation. The research aims to measure the correlation of self-efficacy and motivation towards students’ English learning outcomes. 34 students in grade 10 at MA Darul Ulum Palangka Raya were polled quantitatively using 24 self-efficacy and motivational questions. Multiple linear regressions was aplied to examine the data. The finding is, both variables are positively correlated with students' English test scores (F=38.025, p=0.000). students’ english result was correlated 67,20% by self-efficacy(x1), and motivation (x2) 3,80%, The total contribution was 71%. Other variables not under examination had an impact on the remaining 29%.

The Correlation between Students’ Proficiency Score and Their Speaking Ability

This study aims to find out whether there is a correlation between students' EPT scores and their speaking abilities, using the grades of the 5th semester speaking course on students' study result cards or KHS in the English Language Education Study Program at a private university in Purwokerto. The population of this study were 35 students who had been selected based on students who had taken the Speaking in Academic Communication course and had taken the English Proficiency Test. This study was quantitative with data collection using documents and the instrument was human instrument. Based on the analysis, it was found that the correlation value is 0.196. Therefore, there is no significant correlation between students' EPT scores and their speaking.

Exploring Heaton’s testing score as a diagnostic tool: A language testing study on English language learners

This study investigates the utility of Heaton's Testing Score as a diagnostic instrument for English language learners. Focusing on 20 grade 10 English language learners at Amaano Boarding School in Hargeisa, Somaliland, our research employed a blend of qualitative and quantitative methodologies. Our research arsenal encompassed Heaton's Testing Score, a comprehensive questionnaire, and a rigorous focus group interview. The primary aim was to bridge an existing lacuna in the literature regarding the practical application of Heaton's Testing Score in pinpointing areas of improvement for English language learners. Our findings unearthed distinct challenges that students grapple with, particularly in the domains of reading comprehension, vocabulary, and grammar. These issues were discerned through a meticulous analysis of English test questions. Additionally, our questionnaire and focus group interview unveiled insightful perspectives on the root causes, including the limited exposure to English beyond the classroom setting. This nuanced comprehension of learners' impediments adds substantial value to the field. Our results underscore the pivotal role of Heaton's Testing Score as a valuable diagnostic tool, empowering educators and researchers to identify precise areas requiring focused assistance for English language learners. This emphasizes the significance of tailored interventions in ameliorating the learning experience. The study bears implications for educators, policy-makers, and curriculum developers, advocating for a more effective paradigm in language testing and evaluation. In conclusion, this research firmly underscores Heaton's Testing Score as an indispensable diagnostic instrument for language testing, with far-reaching ramifications for the enhancement of English language learners.

Auditory Skills in English Language Learning and the Use of Technological Devices as Strategies

This quasi-experimental study aimed to evaluate the impact of a discovery strategy on the English listening skills of 56 tenth grade students of the Glenn Doman Educational Unit. The participants were divided into an experimental group and a control group, with 28 students in each. The standardized PET B1 level English test was used as the evaluation instrument, which assesses four language skills: listening comprehension, reading comprehension, writing and speaking. The results indicated that, after two months of implementation of the discovery strategy in the experimental group, there was a significant improvement in listening skills, with an increase from 3% to 29% in the percentage of students with a very good level. While in the control group an improvement was also observed, although less pronounced. These findings suggest that the discovery strategy is effective in improving students' English listening skills. For future studies, it would be relevant to explore the long-term impact of this strategy on students' language skills, as well as its effectiveness in different educational and cultural contexts.

Results of standardized government tests: an educational quality indicator

Considering the advances of standardized government assessments and their impact on the quality of education around the world, the aim of this paper was to characterize the influence of the results of the Saber 11 standardized test on Colombian public policies and on the quality of education, especially in Bogotá, from 2012 to 2022. To achieve this objective, a non-experimental methodology was designed using a mixed descriptive approach and a documentary source. Following the two phases of the methodology, the public policies, the characteristics of the test, the students assessed, the assessors, and the results for Bogotá were described. When achieving the proposed characterization, the discrepancy between the results of those evaluated and the goals proposed in the government plans was also observed. This discrepancy has not subsided despite the evolution of related public policies. The results of the standardized government tests for Bogotá were better than in the rest of the country, without implying that they were good. The national average and the average of the global scores for Bogotá were very close to half of the possible score to obtain. The results of the English tests placed Bogotá in the lower part of the scale of the Common European Framework.