A Many-Facet Rasch analysis comparing essay rater behavior on an academic English reading/writing test used for two purposes

2016 ◽  
Vol 30 ◽  
pp. 21-31 ◽  
Author(s):  
Sarah Goodwin
Keyword(s):  
Rasch Analysis ◽  
Academic English ◽  
Writing Test ◽  
English Reading ◽  
Rater Behavior

scholarly journals L2 reading–writing correlation in Japanese EFL high school students

2011 ◽  
Vol 35 (5) ◽  
pp. 23 ◽  
Author(s):  
Fumihiko Ito
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Reading Scores ◽  
Coefficient Of Determination ◽  
School Students ◽  
L2 Reading ◽  
Reading And Writing ◽  
Writing Test ◽  
English Reading

This study examines the relationship between English reading and writing skills in Japanese high school students, based on reading and writing test scores gathered in 2006. The participants were 68 native Japanese high school students learning English as a Foreign Language (EFL). The correlation between L2 reading and writing test scores is statistically significant (r = .45), and the coefficient of determination is .2025 with L2 reading scores explaining approximately one-fifth (20.25%) of the total variance of L2 writing scores. These results imply some effect of L2 readings skills on the quality of L2 composition in Japanese EFL high school students. 本研究は、2006年に実施した英語読解試験と英語作文試験のデータを基に、英語読解力と英語作文力の相関関係を調査したものである。被験者は、英語を外国語として学習している高等学校3年生であった。両試験得点間には有意な相関関係(r = .45)が認められた。さらに、重回帰分析を行ったところ、読解試験得点が作文試験得点に及ぼしている説明力の割合は20.25 %であった。実験結果は、第一外国語として英語を学習している日本人高校生の英語読解力は、英語作文力に対し、ある一定の影響を与えているということを示唆している。

scholarly journals Using analytic rating scales to assess English/Chinese bi-directional interpretation: A longitudinal Rasch analysis of scale utility and rater behavior

2018 ◽  
Vol 16 ◽  
Author(s):  
Chao Han
Keyword(s):  
Longitudinal Study ◽  
Rasch Analysis ◽  
Rating Scales ◽  
Rasch Measurement ◽  
Time Points ◽  
Difficulty Scale ◽  
Rater Behavior ◽  
Rater Severity ◽  
Self Consistency ◽  
Insight Into

Descriptor-based analytic rating scales have been increasingly used to assess interpretation quality. However, little empirical evidence is available to unequivocally support the effectiveness of rating scales and rater reliability. This longitudinal study thus attempts to shed insight into scale utility and rater behavior in English/Chinese interpretation performance assessment, using multifaceted Rasch measurement. Specifically, the study focuses on criterion/scale difficulty, scale effectiveness, rater severity/leniency and rater self-consistency between English/Chinese interpreting and over three time points. Research results are discussed, highlighting the utility of analytic rating scales and the variability of rater behavior in interpretation assessment. The results also have implications for developing reliable, valid, and practical instruments to assess interpretation quality.

scholarly journals Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary

2019 ◽  
Vol 41 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Jin Kyoung Hwang ◽  
Jeannette Mancilla-Martinez ◽  
Janna Brown McClain ◽  
Min Hyun Oh ◽  
Israel Flores
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
English Language ◽  
English Proficiency ◽  
Academic English ◽  
Language And Literacy ◽  
Expressive Vocabulary ◽  
English Reading ◽  
English Reading Comprehension ◽  
The Relationship

AbstractVocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners’ conceptually scored Spanish–English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually scored measure of expressive vocabulary. In addition, the relationship between conceptually scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners’ first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks.

scholarly journals Chinese University EFL Undergraduate Students’ Perceptions towards EGAP Reading and Writing Courses

2016 ◽  
Vol 9 (10) ◽  
pp. 47 ◽  
Author(s):  
Ning Du ◽  
Jianhua Chen ◽  
Meihua Liu
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Academic English ◽  
Reading And Writing ◽  
Writing Courses ◽  
English Reading ◽  
Chinese University ◽  
Major Study ◽  
Listening And Speaking ◽  
Speaking Skills

<p>The present study examined how undergraduate students from a prestigious Chinese university perceived the teaching and learning of English for general academic purposes (EGAP) reading and writing courses. Analyses of 951 questionnaires revealed that most participants generally (strongly) believed that learning general academic English was closely related to their major study, reported being motivated to learn general academic English, and expected to improve their academic English reading, writing, listening and speaking skills from EGAP courses. The study also showed that they had consensus about the requirements and teaching and learning foci of general academic English in spite of their concerns about academic English, and that students of more demanding and more academic EGAP courses tended to have a better understanding of general academic English. Based on the findings, some suggestions are discussed.</p>

Learning Fundamental Academic English via MOOC

2018 ◽  
Vol 2 (3) ◽  
pp. 15
Author(s):  
Turisiana Ahmad Buhari ◽  
Doreen Azlina Ab Rahman ◽  
Nurbaya Mohd Aris ◽  
Shairah Hana Sulaiman
Keyword(s):  
English Language ◽  
Formal Education ◽  
Basic Skills ◽  
Traditional Classroom ◽  
Smooth Transition ◽  
Online Course ◽  
Learning Material ◽  
Academic English ◽  
Massive Open Online Course ◽  
English Reading

Massive Open Online Course (MOOC) has since its launch provided a diverse choice of learning courses and modules. Openlearning.com claims to have over 4000 MOOCs from around the world, making it an indispensable place to gain knowledge other than the traditional classroom or formal education. This growing number of MOOCs means that the mass has the interest to learn various subjects the virtual way at their own pace and comfort. Despite this increasing number, there are also concerns that not all subjects and skills can be delivered and taught online.  Like many language subjects, Academic English is a challenging course to teach and learn. This is due to the specific skills involved in which requires constant guidance on how to deliver best. Hence, Fundamental Academic English course was created to provide knowledge and skills to teach Academic English concisely, virtually, and effectively, adhering to MOOC requirements. This course is unique as its modules are organized to firstly go over basic skills required in Academic English, then introduce the relevant tasks in Academic English, and lastly present steps and tips in ensuring effective verbal and written Academic English performance. The presentation of the course encourages a smooth transition from understanding and applying basic skills to transferring these skills into Academic English reading, writing, and speaking. It is hoped that the ten (10) specifically crafted modules help learners to grasp Academic English faster and more effectively. Fundamental Academic English has the potential to serve as an essential blended learning material at pre-university and university level and provide necessary English language skills for university students to perform academically.

scholarly journals A Case for Improved Reading Instruction for Academic English Reading Proficiency

2008 ◽  
Vol 2 (1) ◽  
Author(s):  
Glenn Ole Hellekjær
Keyword(s):  
Reading Instruction ◽  
English Language ◽  
Reading Proficiency ◽  
Testing System ◽  
Academic English ◽  
School Students ◽  
Academic Reading ◽  
English Reading ◽  
Upper Secondary ◽  
International English

This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS) Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL) subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL) instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.

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