Using Multistage Testing to Enhance Measurement of an English Language Proficiency Test

2021 ◽  
pp. 1-22
Author(s):  
David MacGregor ◽  
Shu Jing Yen ◽  
Xin Yu
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
English Language Proficiency ◽  
Multistage Testing ◽  
Language Proficiency Test

Korelasi antara Kecerdasan Emosional dan Gaya Belajar terhadap Prestasi Akademik Bahasa Inggris Taruna

2018 ◽  
Vol 1 (1) ◽  
pp. 59-68
Author(s):  
Ahmad Rossydi ◽  
Bayu Purbo Wartoyo
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
English Language Proficiency ◽  
Civil Aviation ◽  
Language Proficiency Test

Bagi seorang ATC penguasaan bahasa Inggris adalah hal yang sangat berperan terhadap pekerjaannya. Sebelum menjadi seorang ATC, calon ATC harus mengikuti tes kecakapan berbahasa Inggris (ICAO English Language Proficiency Test) dan diwajibkan memperoleh level yang telah ditentukan oleh International Civil Aviation Organisatiton (ICAO), yaitu organisasi internasional yang mengatur penerbangan di dunia. Level yang ditentukan untuk seorang ATC sesuai dengan Annex 1 tentang Personnel Licensing yang menyatakan bahwa level minimum untuk persyaratan menjadi seorang ATC adalah level 4. Dalam penelitian ini, penulis membagi menjadi enam bagian, yaitu metode dan desain penelitian, populasi dan sampel, instrument penelitian, prosesedur pengumpulan data, dan teknik analisa data. Metode yang digunakan dalam penelitian ini adalah korelasi. Korelasi antara kecerdasan emosi, gaya belajar, dan prestasi akademik bahasa Inggris taruna tingkat III ATKP Makassar. Tujuan Penelitian ini adalah untuk Memberikan informasi deskriptif tentang korelasi antara kecerdasan emosional, gaya belajar terhadap prestasi akademik bahasa Inggris, taruna tingkat III ATKP Makassar.  Hasil penelitian diperoleh hasil yang signifikan antara antara kecerdasan emosional, gaya belajar terhadap prestasi akademik bahasa Inggris, taruna tingkat III ATKP Makassar.

scholarly journals An Indonesian EFL Student’s Perception and Experiences in repeating English Language Proficiency Test

2021 ◽  
Vol 4 (2) ◽  
pp. 1724-1729
Author(s):  
Wolter Parlindungan Silalahi ◽  
Friska Ria Sitorus
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Standardized Test ◽  
Positive Impact ◽  
Failure Process ◽  
Study Participant ◽  
Phenomenological Approach ◽  
English Language Proficiency ◽  
Language Proficiency Test

This work aims to investigate an Indonesian EFL student’s perceptions and experiences in repeatedly doing standardized English language proficiency test: TOEIC (Test of English for International Communication) and TOEFL (Test of English as a Foreign Language). This standardized test has a significant role in the academic and professional lives of students (Anam, 2019); it contributes positively to students’ language proficiency and their future employment if they have higer and valid score in the test (Hsieh, 2017). This present study interviewed an Indonesian EFL student at a National University in Taiwan running an international program. The study participant passed the exam, but she did it repeatedly before she could pass it. This study used a qualitative phenomenological approach with an in-depth interview. The relevant findings illustrate that the participant reveals the reasons for failing the test: lack of self-awareness, lack of self-confidence, and the distance of the test venue from her dormitory. On the contrary, she passed the test by doing online simulation exam individually and modifying her study skills while preparing for the test. The failure process had a positive impact on her in making her to know her ability.

scholarly journals English language proficiency level of Higher Secondary level students in Nepal

2017 ◽  
Vol 3 (1) ◽  
pp. 59-75
Author(s):  
Keshab Kumar Sijali
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Secondary Level ◽  
English Language Proficiency ◽  
Proficiency Level ◽  
Significant Difference ◽  
The Subject ◽  
Language Proficiency Test ◽  
Academic Year

The objective of this study is to investigate the proficiency level of English language of higher secondary level students in Nepal regarding their gender, nature of institution, medium of instruction and stream. The subject of this study comprises 529 learners from 22 higher secondary school of academic year 2015/6 among whom an English language proficiency test was conducted. The data obtained were analyzed using mean, Mann-Whitney U-test and Kruskal Wallis H-test of non-parametric test. The result showed that the English language proficiency level of higher secondary level students in Nepal was poor (M = 10.4490). Regarding the gender, the result showed that there was no statistically significant difference between female and male ELT students in their English language proficiency level. However, ELT students of government higher secondary level were found statistically significantly less proficient in English language than that of private higher secondary level .Similarly, the Nepali medium ELT students were found statistically significantly highly less proficient in English language than that of English medium. The result further showed that there was statistically significant difference in the English language proficiency level of higher secondary level students in Nepal from different streams

Korelasi antara Kecerdasan Emosional dan Gaya Belajar terhadap Prestasi Akademik Bahasa Inggris Taruna Tingkat III Akademi Teknik dan Keselamatan Penerbangan Makassar

2020 ◽  
Vol 1 (1) ◽  
pp. 48-55
Author(s):  
Ahmad Rossydi ◽  
Bayu Purbo
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
English Language Proficiency ◽  
Civil Aviation ◽  
Language Proficiency Test

Bagi seorang ATC penguasaan bahasa Inggris adalah hal yang sangat berperan terhadap pekerjaannya. Sebelum menjadi seorang ATC, calon ATC harus mengikuti tes kecakapan berbahasa Inggris (ICAO English Language Proficiency Test) dan diwajibkan memperoleh level yang telah ditentukan oleh                International        Civil       Aviation   Organisatiton (ICAO), yaitu organisasi internasional yang mengatur penerbangan di dunia. Level yang ditentukan untuk seorang ATC sesuai dengan Annex 1 tentang Personnel Licensing yang menyatakan bahwa level minimum untuk persyaratan menjadi seorang ATC adalah level 4. Dalam penelitian ini, penulis membagi menjadi enam bagian, yaitu metode dan desain penelitian, populasi dan sampel, instrument penelitian, prosesedur pengumpulan data, dan teknik analisa data. Metode yang digunakan dalam penelitian ini adalah korelasi. Korelasi antara kecerdasan emosi, gaya belajar, dan prestasi akademik bahasa Inggris taruna tingkat III ATKP Makassar. Tujuan Penelitian ini adalah untuk Memberikan informasi deskriptif tentang korelasi antara kecerdasan emosional, gaya belajar terhadap prestasi akademik bahasa Inggris, taruna tingkat III ATKP Makassar. Hasil penelitian diperoleh hasil yang signifikan antara antara kecerdasan emosional, gaya belajar terhadap prestasi akademik bahasa Inggris, taruna tingkat III ATKP Makassar.

scholarly journals Enhancing Language Access: A Pilot Study to Examine the Importance of Understanding the Language Preference and Acculturalization Level in the Provision of Healthcare for Hispanics Veterans With Traumatic Brain Injury

2021 ◽  
Vol 186 (Supplement_1) ◽  
pp. 572-578
Author(s):  
Irma L Molina-Vicenty ◽  
Isabel C Borrás-Fernandez ◽  
Charlene Pope ◽  
Boyd Davis ◽  
Martha Alemán-Del Toro ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Pilot Study ◽  
Qualitative Analysis ◽  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
English Language Proficiency ◽  
Language Preference ◽  
Language Proficiency Test

ABSTRACT Introduction The purpose of this pilot study was to obtain preliminary data to culturally adapt the Veteran Health Administration Traumatic Brain Injury (TBI) assessment instruments for the Hispanic Veteran population. A qualitative analysis explored the cognitive processes used by Hispanic Veterans whose preferred language was Spanish to understand a specific set of screening questions within the Initial TBI Screening, the Comprehensive TBI Evaluation, the Neurobehavioral Symptom Inventory (NSI), and the La Trobe Communication Questionnaire (LTCQ). Materials and Methods A certified translator completed translation of the TBI instruments, an expert panel resolved inadequate expressions of the translations, and translated instruments were back translated. Male and female Hispanic Veterans with a positive TBI screening underwent a recorded administration of the TBI instruments, including LTCQ, followed by systematic debriefing using semi-structured cognitive interviews which then underwent qualitative analysis. The Marin’s Short Acculturation Scale for Hispanics, the Tropp’s Psychological Acculturation Scale, the English-Language Proficiency Test Series, and the TBI Demographic and Language Preference interview were administered to the subjects. Results Fifteen subjects were enrolled for the TBI instruments intervention; 11 of them completed all the additional procedures. The TBI instruments intervention seemed to produce very few variations, indicating adequate cultural equivalence. However, the LTCQ instrument showed suggested cultural variations, but did not suggest a lack of understanding or misinterpretation. The population studied displayed preferential connectedness to the Hispanic/Latino culture and to the Spanish language. The LTCQ indicated that subjects perceived themselves as having a worse execution in terms of communication skills than historical control and TBI groups. English-Language Proficiency Test Series found that most of the subject population did not demonstrate mastery of grade-appropriate basic social and academic vocabulary in English. Conclusion Current findings highlight the importance of using linguistically and culturally appropriate materials upon evaluating Hispanic Veterans with a suspected TBI who have Spanish as their primary or preferred language.

scholarly journals Can Exams Change How and What Learners Learn? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context

2019 ◽  
Vol 10 (1) ◽  
pp. 177
Author(s):  
Asli Lidice Gokturk Saglam ◽  
Hossein Farhady
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Language Instruction ◽  
English Language Proficiency ◽  
Repeated Measure ◽  
High Stakes ◽  
Language Proficiency Test ◽  
Group Interviews ◽  
Listening Task

This article reports on a mixed-method study that examined the washback of a local integrated theme-based high-stakes English language proficiency test that is used in a university English for Academic Purposes (EAP) program in Turkey. The assumption behind employing an integrated theme-based test, which resembles authentic language use, was that it would bring about a positive washback on learning (Leki, Cumming & Silva, 2008: Leki & Carson 1997). The data were collected from both focus-group interviews after the instruction and pre- and post- proficiency test scores of 147 EFL students in the Preparatory English Language Program (PEP). Test of Readiness for Academic English (TRACE) was administered at the beginning and at the end of a 4-month English language instruction period. Repeated measure ANOVA and inductive analysis of the transcribed interview data were used for analyzing quantitative and qualitative data respectively. The findings indicated that the test had both positive and negative washback on the learning. Most students considered that using source-based information and their notes taken during the listening task into their writing raised their awareness in terms of generating, organizing and linking ideas as well as modelling vocabulary and sentence structures. However, the test also exerted negative washback upon learning since students were inclined to prioritize test-oriented practice. The implications of the study suggest that a theme-based integrated proficiency exam may elicit positive washback on learning that could be used for validity evidence in EAP contexts and lead to more appropriate language assessment. The procedures are detailed, the findings are presented and discussed, the applications and implications for teachers and test designers are explained, and some suggestions are made for further research.

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