scholarly journals English language assessment in Bangladesh today: principles, practices, and problems

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Md Shaiful Islam ◽  
Md Kamrul Hasan ◽  
Shahin Sultana ◽  
Abdul Karim ◽  
Mohammad Mosiur Rahman
Keyword(s):  
Language Learning ◽  
English Language ◽  
High Stakes Testing ◽  
Language Assessment ◽  
Assessment Methods ◽  
Teacher Education Programs ◽  
English Language Learning ◽  
Assessment Practices ◽  
High Stakes ◽  
Goals And Objectives

AbstractThe achievement of curriculum goals and objectives, to a large extent, depends on how assessment methods are designed, implemented, monitored, and evaluated. English language learning in Bangladesh has miserably failed, and ineffective assessment methods may be largely attributed to this failure. This paper attempts to address various aspects and issues of English language assessment in Bangladesh in relation to English language learning as a curricular reform and the education policy of the country. The analysis revealed that there was always a gap between the principles of assessment embedded into the curriculum and the actual assessment practices. Furthermore, heavily hard hit by the high-stakes testing, the curriculum, the learners, and the instructors need to be liberated from this vicious policy. The review concluded with a recommendation that teachers need to develop assessment literacy through teacher education programs that are essential to helping teachers to acquire knowledge, skills, professionalism, and assessment expertise.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Mobile English language learning: a systematic review of group size, duration, and assessment methods

2021 ◽  
pp. 1-27
Author(s):  
Monther M. Elaish ◽  
Liyana Shuib ◽  
Gwo-Jen Hwang ◽  
Norjihan Abdul Ghani ◽  
Elaheh Yadegaridehkordi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Group Size ◽  
English Language ◽  
Assessment Methods ◽  
English Language Learning

scholarly journals UNRAVELING PARENTS' PERCEPTIONS OF ENGLISH LANGUAGE LEARNING

2020 ◽  
Vol 8 (2) ◽  
pp. 193-204
Author(s):  
Claudio Diaz ◽  
Nicolas Acuña ◽  
Barbara Ravanal ◽  
Ignacio Riffo
Keyword(s):  
Preservice Teachers ◽  
Qualitative Study ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Assessment ◽  
Structured Interview ◽  
English Language Learning ◽  
Positive Perception ◽  
Teachers And Students

Purpose of the study: This research aims to analyze parents’ perceptions towards the learning of English and the ways they help their children deal with English and language assessment. Methodology: This qualitative study addresses 74 Chilean parents’ perceptions of English teaching and learning. A semi-structured interview was conducted to capture the participants’ perceptions. The data were categorized using content and frequency analysis and the principles of metaphoric analysis. Main findings: The findings suggest that parents hold a positive perception of the English language and believe it is useful for their children’s lives even though they might find the learning of the language difficult. Social implications/Originality: Participants can produce metaphors that regard English as an ability and metaphors that focus on the process of learning the language. The findings of this research are useful for university stakeholders, teachers, preservice teachers, and students. Novelty/Originality of this study: In this study parents, stakeholders who have usually left aside from the language teaching and learning process, are interviewed to unfold their perceptions of what they see and believe when their children learn English.

scholarly journals Academic stress levels in university students caused by the application of alternative assessment methods in English language learning

2020 ◽  
Vol 4 (2) ◽  
pp. 22-33
Author(s):  
Romero Villarroel Wilber Orlando ◽  
Camacho Estrada Sara Nidhya ◽  
Valencia Núñez Edison Roberto
Keyword(s):  
University Students ◽  
Language Learning ◽  
Alternative Assessment ◽  
English Language ◽  
Academic Stress ◽  
Assessment Methods ◽  
English Language Learning ◽  
Stress Levels ◽  
Estudiantes Universitarios

Los diferentes métodos y enfoques de valuación existentes en el ámbito de la enseñanza a nivel superior, generalmente provocan diversas reacciones de tipo psico-conductual en estudiantes universitarios. El objetivo de este trabajo es analizar la relación entre la aplicación de métodos de evaluación alternativa en el campo del aprendizaje de idiomas y el nivel de estrés generado antes durante y después de dichas evaluaciones. Se aplicó el inventario SISCO del estrés académico a doscientos diecinueve estudiantes. Además, los test no paramétricos de Alpha Cronbach y Friedman fueron usados para procesar los datos recolectados. Por consiguiente, la investigación fue de tipo cualitativa y cuantitativa . Los resultados indicaron que los estudiantes experimentan un nivel más alto de estrés al iniciar una evaluación, marcada como pico cuando se aplican evaluaciones alternativas con un enfoque de evaluación “de aprendizajes” la cual mide únicamente conocimientos adquiridos, mientras que en evaluaciones con un enfoque de tipo “para aprendizajes” y “como medio de aprendizajes, los resultados muestran una tendencia estándar en los momentos, antes, durante y después de la evaluación. Es así que se concluye que la forma más asertiva de disminuir los niveles de estrés que experimentan los estudiantes es mediante la aplicación de evaluaciones como medio de aprendizaje.

scholarly journals Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review

2021 ◽  
Vol 11 (9) ◽  
pp. 563
Author(s):  
Duy Van Vu ◽  
Elke Peters
Keyword(s):  
Language Learning ◽  
English Language ◽  
Empirical Studies ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
Formulaic Language ◽  
High Stakes ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Shed Light

This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary in Vietnam to reveal current issues and provide relevant recommendations. Empirical studies on Vietnamese EFL learners’ vocabulary acquisition are also discussed with an aim to shed light on how vocabulary can be acquired by Vietnamese EFL learners and subsequently draw important pedagogical implications. In addition, we look into the lexical component of high-stakes English tests in Vietnam, calling for more attention to the lexical profiles and lexical coverage of those tests. Finally, we provide concluding remarks and research-informed recommendations for EFL vocabulary learning and teaching in Vietnam to elaborate on how vocabulary can be effectively learned and taught.

scholarly journals Investigating the Relationship between Test-Taking Anxiety and Test-Takers’ Performance on the IELTS Test

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Dang Arif Hartono
Keyword(s):  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
High Stakes Testing ◽  
Testing System ◽  
Government Officials ◽  
High Stakes ◽  
Holistic View ◽  
Test Taking ◽  
The Relationship

Although there is a growing body of research indicating that anxiety relates to foreign language learning, the correlation between anxiety and learners’ performance on a high-stakes testing context has not been fully explored. To date, studies investigating the relationship between test-taking anxiety and test-takers’ performance are not only limited in number, but also partial in nature as most of them only looked at one aspect of test-takers performance, i.e. listening, speaking, or writing performance only. This study is aimed at investigating the relationship between test-taking anxiety and test-takers’ performance with a holistic view, taking into account the test-takers’ performance on the listening, reading, speaking, and writing modules of the International English Language Testing System (IELTS™) test. The participants in this study were 15 government officials taking an IELTS test preparation program. Two instruments were utilized in this study: (1) a set of test-taking anxiety questionnaire items to measure the level of anxiety and, (2) the official IELTS™ test to measure test-takers’ performance. The results indicated that there was a weak to moderate correlation between test-taking anxiety and the test-takers’ performance across different modules of the IELTS test. These results corroborate the findings from previous studies. 

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

Sign in / Sign up

Export Citation Format

Share Document