Language testing and technology: problems of transition to a new era

ReCALL ◽  
2008 ◽  
Vol 20 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Patricia Dooey
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Test Validity ◽  
Language Testing ◽  
English Language Proficiency ◽  
Validity And Reliability ◽  
Technological Advances ◽  
Wide Range ◽  
Computer Based

AbstractTechnological advances have revolutionised methods of both teaching and testing in languages, and practitioners have eagerly embraced the opportunity to provide more innovative ways of doing this. The unique features offered by technology make it increasingly possible to test for a wide range of language skills required for a specific purpose. With the increasing need to test for English language proficiency and the importance placed on this facility, technology is being utilised to address issues of practicality, speed and efficiency. However, such advantages should not be embraced without due consideration for the essential qualities of any test; validity and reliability. With the inevitable shift towards computer-based testing, certain areas need special consideration. While computer-based tests can provide constructive diagnostic information to complement the language learning process, they should be used more selectively in other contexts, for example in high-stakes tests, examples of which are International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL). These tests provide an assessment of English language proficiency, a key component of university admissions criteria. This paper examines a number of issues related to the design and application of computer-based tests, with particular reference to construct validity, computer familiarity and practicality. It is recommended that in the short term at least, test-takers be offered the choice of test medium in the interests of fairness and equity.

The Correlation between Iraqi EFL Preparatory School Students’ Language Learning Styles and Language Proficiency

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Khattab Jabbar Jassim Al Saadey ◽  
Prof. Dr. Salam Hamid Abbas ◽  
Prof. Dr. Salam Hamid Abbas
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Validity And Reliability ◽  
School Students ◽  
Preparatory School

Learning styles usually viewed as having a direct impact on foreign language learning. Knowing of students’ learning styles contributes significantly to the development of the level of students in the foreign language where they deal with language inputs differently and each student has a different learning style. Accordingly, foreign language teachers should be aware of the students’ individual differences in general and learning styles in particular. This study aims to find out: 1. Iraqi EFL preparatory school students’ learning styles. 2. Iraqi EFL preparatory school students’ level of language proficiency. 3. The correlation between Iraqi EFL preparatory school students’ learning styles and level of language proficiency. 4. Which of the learning styles do contribute to the interpretation of variation in language proficiency of Iraqi EFL preparatory school students. This study is a correlational research in which the population consists of 325 students from different Iraqi preparatory schools during the academic year 2020/2021. The data is gathered by employing a questionnaire to assess students' learning styles and an English language proficiency test to assess students’ proficiency represented by language skills. After their validity and reliability are verified, the instruments are applied to the research sample. The results of the statistical manipulation showed the following: 1. Iraqi EFL preparatory school students show weak level of language proficiency. 2. The dominant learning styles of Iraqi preparatory school students are random/intuitive style, followed by impulsive/reflective, while the sequential learning style comes third. While the use of closure/open oriented and deductive/inductive learning styles are not statistically significant. 3. Iraqi EFL preparatory school students’ learning styles are statistically correlated with their English language proficiency. 4. The visual, auditory, impulsive/reflective, and synthetic/analytic styles contribut

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals Editorial

2014 ◽  
Vol 37 (3) ◽  
pp. 190-197 ◽  
Author(s):  
Ingrid Piller
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Social Order ◽  
Social Inclusion ◽  
English Language ◽  
Equal Opportunity ◽  
Linguistic Diversity ◽  
English Language Proficiency ◽  
Editorial Introduction ◽  
Original Research

This editorial introduction orients the reader to current public debates and the state of research with regard to the intersection of linguistic diversity and social inclusion in contemporary Australia. These are characterised by a persistent lack of attention to the consequences of linguistic diversity for our social organisation. The editorial introduction serves to frame the five original research articles that comprise this special issue and identifies the key challenges that linguistic diversity presents for a fair and just social order. These challenges run as red threads through all the articles in this issue and include the persistent monolingual mindset which results in a pervasive language blindness and an inability to even identify language as an obstacle to inclusion. Furthermore, where language is recognised as an obstacle to inclusion this usually takes the form of assuming that an individual suffers from a lack of English language proficiency. Improving English language proficiency is then prescribed as a panacea for inclusion. However, on close examination that belief in itself can constitute a form of exclusion with detrimental effects both on language learning and equal opportunity.

The discursive (mis)representation of English language proficiency

2020 ◽  
pp. 1-28
Author(s):  
Agnes Bodis
Keyword(s):  
Social Media ◽  
International Students ◽  
Language Learning ◽  
International Education ◽  
Critical Discourse Analysis ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Media Representation ◽  
The Media

Abstract International education constitutes a key industry in Australia and international students represent a third of university students at Australian universities. This paper examines the media representation of international students in terms of their English language proficiency. The study applies Critical Discourse Analysis to the multimodal data of an episode of a current affairs TV program, Four Corners, and social media comments made to the episode. Using Social Actor Analysis, the study finds that the responsibility for declining standards at universities is assigned to international students through representations of their language use as problematic. This is supported by the visual representation of international students as different. By systematically mapping out the English-as-a-problem discourse, the paper finds that the media representation of language proficiency and language learning is simplistic and naïve and the social media discussion reinforces this. This further contributes to the discursive exclusion of international students.

ROLE OF STUDY SKILLS IN IMPROVING ENGLISH LANGUAGE LEARNING PROCESS

2020 ◽  
pp. 32-37
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Study Skills ◽  
English Language ◽  
English Language Proficiency ◽  
English Language Teaching ◽  
Extensive Reading ◽  
Object A ◽  
Spoken English ◽  
Smart Learning

This study aims at finding out inadequate English Language Proficiency in spoken English. Apart from study skills verbal blows appear mightier than the physical ones. Not just the words both written and spoken have acquired a significantly crucial and an almost decisive force in contemporary times. Essentially, ours is a society which moves on the wheels of communication though it is only a means and not the end. In English language teaching ( ELT) especially, when English is connected to class room teaching (CRT ) .Self endeavour plays a very significant role in engrossing the attention and attitude of the students. A student has to incorporate a variety of skills as dictionary, thesaurus, encyclopedia, extensive, reading, Exploration, four language skills (LSRW), , dialogue writing, note making, note taking, report writing, email etiquette are part in improving one's English language proficiency effectively. To achieve this object, a lot of reference work has to be done by the students effectively. Since language is acquired only proper self-efforts by the students and learners, study skills will back up the knowledge of understanding a language. When understanding sounds in English, it is easier to improve the accuracy in pronunciation. Learning a language is quite different from teaching any language like English. As English language has a peculiar in its diction of usage, word stress, sentence stress and intonations, keeping attention on them is very important. For improving proficiency, the way we study should be designed and challenged to the present era. Ancient teaching methods, approaches, techniques will be replaced by latest modern smart communication approaches and strategies. For smart learning of study Skills, several factors have been contributed to the adoption of new trends in ELT for improving a learner as adept in English language proficiency. This paper also includes some quick tips on how to teach study skills. It has also been discussed the good study techniques.

scholarly journals Effectiveness of Online Course in English Using Content-Based Instruction (CBI)

2016 ◽  
Vol 3 ◽  
pp. 49-54
Author(s):  
Sherrilyn B. Quintos ◽  
Yolanda D. Reyes ◽  
Cynthia M. Ronquillo ◽  
Rowell de Guia
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Online Course ◽  
Computer Assisted ◽  
Second Phase ◽  
Computer Based Instruction ◽  
Depth Analysis ◽  
Computer Based ◽  
Based Instruction

As educators realized that in order to successfully complete an academic task, second language (L2) learners have to master both English as a language form (grammar, vocabulary, etc.).There have been different approaches used in the reacquisition of mastery of the English language. One of which is the computer-based instruction. CBI is student-centered. One of its goals is to keep the interest and motives of the students by generating stimulating content instruction and materials, which can be done with the help of computers. The use of computer-based instruction in language learning serves as a tool in facilitating learning. It helps learners to progress at their own pace. This computer-based instruction can be programmed to be interactive and individualized. It can also be in the form of a stand-alone course to enhance or reinforce classroom learning. This kind of interactive learning using online activities to enhance language proficiency helps the teachers to achieve their goals in language learning and at the same time provide comprehensible input from discourse context. Though there are also limitations to this kind of learning but those limitations are expected to be addressed inside the classroom where the teacher is around. With this, research studies about CBI emerged evaluating its effectiveness. This is the second phase of our study, which is an online course using content-based instruction. It is a computer-assisted, interactive platform for English language learning, which targets language skills, such as reading, writing, and grammar using a variety of content-based materials from different sources like science, history, and social sciences. Lessons hosted were planned and developed for 1st-year students of BPSU to pave the way in achieving BPSU’s mission of making its academic offerings and its students globally competitive. The selection of reading texts used as part of the lesson was carefully written as well as adapted to suit the needs of the students. There were 10 lessons available hosted on the site for the students to try and for the researchers to evaluate the course. This was trialed for a month with the control and experimental group. The researchers would like to make an in-depth analysis on the effectiveness of the online courses in English using content-based instruction.

scholarly journals Critically Examining Perceptions of Different Englishes in the IELTS Speaking Section: Who Decides What is Acceptable?

2021 ◽  
Vol 3 (4) ◽  
pp. 08-15
Author(s):  
Colin Michell
Keyword(s):  
Focus Group ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Language Testing ◽  
English Language Proficiency ◽  
Testing System ◽  
Native Speakers Of English ◽  
Fit For Purpose ◽  
International English

The International English Language Testing System (IELTS) has become the worldwide benchmark for evaluating English language proficiency. However, the IELTS exam is not without its critics. It has been accused of being elitist and unaccommodating of test-takers who are not users of the prestige varieties of English, even though these people may need to take the exam for employment or immigration purposes. This study involved a focus group of experienced IELTS examiners who were given a number of listenings from non-standard yet still ‘native speakers’ of English to evaluate using the IELTS speaking bands. The focus group found that the IELTS speaking descriptors are not fit for purpose when dealing with non-standard or regional varieties of English. This study makes a case for the creators of the IELTS exam to adjust their grading criteria and examiner training to be more inclusive of all English varieties.

scholarly journals Enriching Cognizance at the Tertiary Level Students During Transition

2018 ◽  
Vol 7 (4.36) ◽  
pp. 665
Author(s):  
K. Jeyagowri ◽  
R. Abilasha ◽  
M. Ilankumaran
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Educational Background ◽  
Cognitive Skill ◽  
English Language Proficiency ◽  
Tertiary Level ◽  
College Level ◽  
Learning Skills

English language, as a global lingua franca, has its own respect and importance throughout the world. It is considered to be the shrine of knowledge. It is significant to acquire the English language proficiency, to be placed in good jobs. Though every college gives prime importance to English language, unfortunately most of the students fail to acquire good command over the language. In certain cases, students have the poor ability to comprehend learning at the college level because of their different educational background or capability. There are certain hurdles that affect the students from learning the language. Cognizance is an important component of the tertiary level students. Enriching cognizance of students refers to how the learners develop their knowledge in order to get a better idea of learning, awareness of the language skills they notice, and the observation of language learning. The objective of cognizance is to provide more knowledge to students. It promotes self-motivation of the students and enhances their basic skills of learning. Cognitive skill develops the student’s learning skills, notice, recollection and thoughts. This article deals with how cognizance in language learning is developed and thereby to sharpen their skills of learning. Furthermore, this paper analyses the causes and effects of the students’ transitional dilemma at the tertiary level in acquiring language efficacy. It offers some ideas and results based on the problems among the students in attaining the fluency in communication through developing cognition skills. Moreover, the study proposes to help the students to achieve the objective of education.   

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