scholarly journals Predictability of IELTS in a high-stakes context: a mixed methods study of Chinese students’ perspectives on test preparation

2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Hui Ma ◽  
Sin Wang Chong
Keyword(s):  
Online Survey ◽  
Test Preparation ◽  
Mixed Methods Study ◽  
Language Test ◽  
High Stakes ◽  
Test Taking ◽  
Language Tests ◽  
Group Interviews ◽  
Method Approach ◽  
Repeated Test

AbstractHigh-stakes language tests are used around the world as a gatekeeping tool under the internationalization of higher education. However, the predictable aspect of the high-stakes language tests is seldom discussed, especially from students’ perspectives. This study aims to address this gap by aiming to better understand how certain factors and conditions contribute to the predictability issue of IELTS from students’ perspectives within a high-stakes context. This study used a mixed method approach to investigate the views and experiences of students within a Sino-UK joint college. The data collection was in two concurrent strands: online survey and group interviews. Findings suggested that IELTS can impact students negatively by narrowing their English learning scope, driving them into self-isolated way of study, doing repeated test-taking and buying predicted answers. Implications related to language test preparation are discussed in light of the findings.

Consumer Preferences for Mobile Internet: A Comparative Cross-National Mixed Methods Study

2012 ◽  
Vol 40 (10) ◽  
pp. 1695-1711 ◽  
Author(s):  
Sungbum Kim ◽  
Taeyong Yang
Keyword(s):  
Mixed Method ◽  
Online Survey ◽  
Consumer Preferences ◽  
Mobile Internet ◽  
Mixed Methods Study ◽  
Second Phase ◽  
Focus Group Interviews ◽  
Adopter Categories ◽  
Group Interviews ◽  
Cross National

We use a mixed method to clarify current consumer preferences for mobile Internet and to predict the evolution of mobile Internet. In the first phase, we collected data by conducting focus group interviews with 115 French, German, Italian, and UK individuals aged between 18 and 49 years and analyzed the data using NVivo 7. In the second phase, we collected data using an online survey and analyzed quantitative data to verify and complement the qualitative findings. Qualitative analysis revealed that consumers perceive mobile Internet as a set of 6 service categories. Quantitative analysis showed different preferences across services. Correspondence analysis showed that there were intercountry differences in service preferences, adopter categories, and consumer attitudes. Our results have implications for network operators and mobile phone developers hoping to break into these markets.

scholarly journals A REVIEW ON VALIDATING LANGUAGE TESTS

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Dinh Minh Thu
Keyword(s):  
Construct Validity ◽  
Empirical Research ◽  
Test Validity ◽  
Test Validation ◽  
Language Test ◽  
Proficiency Tests ◽  
Test Quality ◽  
High Stakes ◽  
Language Tests ◽  
Almost All

Validity in language testing and assessment has its long fundamental role in research along with reliability (Bachman & Palmer, 1996). This paper analyses basic theories and empirical research on language test validity in order to provide the notion, the classification of language test validity, the validation working frames and the trends of empirical research. Four key findings come out from the analysis. Firstly, language test validity refers to an evaluative judgment of the language test quality on the ground of evidence of the integrated components of test content, criterion and consequences through the interpretation of the meaning and utility of test scores. Secondly, construct validity is a dominating term in modern validity classification. The chronic division of construct validity into prior and post ones can help researchers have a clearer validation option. Plus, test validation can be grounded in light of Messick (1989), Bachman (1996) and Weir (2005). Finally, almost all empirical research on test validity the researcher has addressed concerns international and national high-stakes proficiency tests. The research results open gaps in test validation research for the future.

scholarly journals Chinese Students’ Perceptions of the Value of Test Preparation Courses for the TOEFL iBT: Merit, Worth, and Signi cance

2016 ◽  
Vol 33 (1) ◽  
pp. 58 ◽  
Author(s):  
Jia Ma ◽  
Liying Cheng
Keyword(s):  
English Language ◽  
Chinese Students ◽  
Test Preparation ◽  
Academic Programs ◽  
Skills Development ◽  
High Stakes ◽  
Internal Factors ◽  
Language Tests ◽  
Instructional Content ◽  
Toefl Ibt

Test preparation for high-stakes English language tests has received increasing research a ention in the language assessment feild; however, little is known about what aspects of test preparation students attend to and value. In this study, we considered the perspectives of 12 Chinese students who were enrolled in various academic programs in a Canadian university, and we examined their perceptions of the value of the TOEFL iBT test preparation courses they had taken prior to admission to that university. Drawing on Scriven’s (1998, 2007) model, which conceptualizes value as merit, worth, and significance, the thematic findings that emerged from the interviews were triangulated with document analysis and revealed that the value of TOEFL iBT test preparation courses was a ributed to (a) quality (merit), including teachers, instruction, and instructional content; (b) benefit (worth), such as efficiency and reorientation to the TOEFL iBT and English skills development; and (c) engagement and affective attainment (significance), in learning communities and sources of motivation. However, the perceived value varied among these students, and the factors related to such vari-ability included both internal factors (e.g., students’ motivations for taking test preparation courses) and external factors (e.g., limited time to prepare for the TOEFL iBT). Implications of the bene ts are discussed within the context of Chinese students in the Canadian academic milieu. La recherche dans le domaine de l’évaluation linguistique se penche de plus en plus sur la préparation aux examens d’anglais ā enjeux élevés. On connait mal, par contre, quels aspects de la préparation aux examens les étudiants trouvent importants et sur lesquels ils se concentrent. Dans ce e étude, nous avons considéré les perspectives de 12 étudiants chinois inscrits à divers programmes académiques dans une université canadienne et avons examiné leurs perceptions de la valeur des cours de préparation au TOEFL iBT qu’ils avaient passé avant d’être admis à l’université. Le modelé de Scriven (1998, 2007), qui conçoit la valeur comme étant le mérite et la signi cation, a servi d’inspiration. Les thèmes qui sont ressortis des entrevues ont été validés à partir d’une analyse documentaire; les résultats indiquent que la valeur des cours préparatoires au TOEFL iBT était a ribuée à (a) la qualité (le mérite), y compris les enseignants, l’instruction et le contenu instructif; (b) les avantages, tels l’e cacité et la réorientation vers le développement d’habiletés relatives à la langue anglaise et au TOEFL iBT; et (c)l’implication et la réalisation affective (signification) dans les communautés d’apprentissage et les sources de motivation. Toutefois, la valeur perçue variait d’un étudiant à l’autre, et les facteurs liés à ce e variabilité incluaient des facteurs internes (la motivation de suivre des cours préparatoires, par exemple) et des facteurs externes (contraintes de temps quant à la préparation aux examens). Nous en discutons les bienfaits et les répercussions dans le cas d’étudiants chinois dans le milieu académique canadien. 

Test Anxiety in High-Stakes English Language Tests: Beyond the Classroom

2016 ◽  
Author(s):  
Josefina C. Santana ◽  
Arturo Garcca Santillln ◽  
Karen Michelle Ventura Michel ◽  
Teresa Zamora Lobato
Keyword(s):  
Test Anxiety ◽  
English Language ◽  
High Stakes ◽  
Language Tests

scholarly journals Perceptions and experiences of frailty interventions: quantitative and qualitative results from a survey of partners within the European Innovation Partnership on Active and Healthy Ageing (EIP-AHA)

2017 ◽  
Vol 38 (9) ◽  
pp. 1843-1867 ◽  
Author(s):  
HOLLY GWYTHER ◽  
RICHARD COOKE ◽  
RACHEL SHAW ◽  
MAURA MARCUCCI ◽  
ANTONIO CANO ◽  
...  
Keyword(s):  
Older Adults ◽  
Mixed Method ◽  
Online Survey ◽  
Healthy Ageing ◽  
Social Aspect ◽  
Free Text ◽  
Active And Healthy Ageing ◽  
Perceived Benefit ◽  
Inductive Thematic Analysis ◽  
Method Approach

ABSTRACTThe European Innovation Partnership on Active and Healthy Ageing (EIP-AHA) was launched by the European Commission in 2011 to promote innovation in ageing research. This paper explores the experiences of partners delivering frailty interventions within Europe, registering their programmes with the EIP-AHA. Data were collected using an online survey from 21 partners in seven countries. A mixed-method approach was used with inductive thematic analysis of free-text responses to improve data richness. Responses indicated that there was a lack of consistency between EIP-AHA partners in methods of defining, screening and measuring for frailty and pre-frailty. Open responses to survey questions about intervention facilitators, moderators and barriers were coded into two themes: working with stakeholders and project management. We concluded that EIP-AHA partners are providing interventions addressing physical, cognitive and wellbeing elements of frailty. However, there needs to be an increase in the proportion of interventions that consistently apply valid methods of screening and/or measuring frailty and pre-frailty. Most, but not all projects are targeting pre-frail older adults, suggesting an appropriate balance of prevention in a useful ‘intervention window’ but also a growing understanding that frailty at later stages is amenable to intervention. Findings suggest design manipulations to improve outcomes and adherence to interventions, specifically inclusion of a perceived benefit/reward for older adults, e.g. a social aspect or health-care promotion.

Nonword Repetition and Child Language Impairment

1998 ◽  
Vol 41 (5) ◽  
pp. 1136-1146 ◽  
Author(s):  
Chris Dollaghan ◽  
Thomas F. Campbell
Keyword(s):  
Language Impairment ◽  
Language Intervention ◽  
Nonword Repetition ◽  
School Age Children ◽  
Language Test ◽  
Likelihood Ratios ◽  
Language Tests ◽  
Traditional Language ◽  
High Degree ◽  
Repetition Task

A brief, processing-dependent, nonword repetition task, designed to minimize biases associated with traditional language tests, was investigated. In Study 1, no overlap in nonword repetition performance was found between a group of 20 school-age children enrolled in language intervention (LI) and a group of 20 age-matched peers developing language normally (LN). In Study 2, a comparison of likelihood ratios for the nonword repetition task and for a traditional language test revealed that nonword repetition distinguished between children independently identified as LI and LN with a high degree of accuracy, by contrast with the traditional language test. Nonword repetition may have considerable clinical utility as a screening measure for language impairment in children. Information on the likelihood ratios associated with all diagnostic tests of language is badly needed.

scholarly journals A Rasch-Based Validation of ELT Certificate-LORT

2020 ◽  
Vol 13 (9) ◽  
pp. 94
Author(s):  
Xin Qu
Keyword(s):  
Teacher Candidates ◽  
Rating Scales ◽  
Rating Scale ◽  
Qualitative Interviews ◽  
Structured Interviews ◽  
High Stakes ◽  
Efl Teacher ◽  
The Difference ◽  
Group Interviews

The present study was executed with the purpose of validating ELT Certificate Lesson Observation and Report Task (ELTC-LORT), which was developed by China Language Assessment to certify China’s EFL teachers by performance-based testing. The ELT Certificate has high-stakes considering its impacts on candidates’ recruitment, ELT in China and quality of education, so it is crucially important for its validation so as to guarantee fairness and justice. The validity of task construct and rating rubric went through a process suited for many-facet Rasch measurement supplemented with qualitative interviews. Participants (N = 40) were provided with a video excerpt from a real EFL lesson, and required to deliver a report on the teacher’s performance. Two raters graded the records of the candidates’ reports using rating scales developed to measure EFL teacher candidates’ oral English proficiency and ability to analyze and evaluate teaching. Many-facet Rasch analysis demonstrated a successful estimation, with a noticeable spread among the participants and their traits, proving the task functioned well in measuring candidates’ performance and reflecting the difference of their ability. The raters were found to have good internal self-consistency, but not the same leniency. The rating scales worked well, with the average measures advancing largely in line with Rasch expectations. Semi-structured interviews as well as focus group interviews were executed to provide knowledge regarding the raters’ performance levels and the functionalities of the rating scale items. The findings provide implications for further research and practice of the Certificate.

scholarly journals Exploring the washback effects of a high-stakes English test on the teaching of English in Spanish upper secondary schools

2010 ◽  
pp. 149 ◽  
Author(s):  
Marian Amengual Pizarro
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
High Stakes ◽  
Teachers Perceptions ◽  
High Stakes Tests ◽  
The Past ◽  
Language Tests ◽  
Upper Secondary ◽  
Teaching Curriculum ◽  
Upper Secondary Schools

In the past decades, there has been a growing interest in the effects of language tests, especially high-stakes tests, on teaching and learning referred to as ‘washback'. In fact, high-stakes tests have started to be exploited to reform instruction and achieve beneficial washback. This paper focuses on the washback effects of a high-stakes English Test (ET) on the teaching of English. The main goal of this study is to examine the washback effects of the ET on the following aspects of teaching: curriculum, materials, teaching methods, and teaching feelings and attitudes. The study also attempts to discover teachers' perceptions towards the introduction of a speaking and a listening component in the design of the new ET due to be implemented in 2012. The overall findings, collected from a questionnaire carried out among 51 secondary teachers, indicate that the ET is clearly affecting curriculum and materials. Results also reveal that the ET appears to influence teachers' methodology. Furthermore, most of the teachers believe that the introduction of a speaking and a listening component in the new ET design will help solve the mismatch between the communicative approach they seem to value and the skills so far evaluated in the ET.

scholarly journals Development of a tool for identifying and addressing prioritised determinants of quality improvement projects led by healthcare professionals: a mixed-methods study

2020 ◽  
Author(s):  
Anne van Tuijl ◽  
Hub C. Wollersheim ◽  
Cornelia R.M.G. Fluit ◽  
Petra. J. van Gurp ◽  
Hiske Calsbeek
Keyword(s):  
Quality Improvement ◽  
Mixed Methods ◽  
Online Survey ◽  
Healthcare Professionals ◽  
Learning By Doing ◽  
Mixed Methods Study ◽  
Quality Improvement Initiative ◽  
Structured Interviews ◽  
Priority Score ◽  
A Priority

Abstract Background: Several frameworks have been developed to identify essential determinants for healthcare improvement. These frameworks aim to be comprehensive, leading to the creation of long lists of determinants that are not prioritised based on being experienced as most important. Furthermore, most existing frameworks do not describe the methods or actions used to identify and address the determinants, limiting their practical value. The aim of this study is to describe the development of a tool with prioritised facilitators and barriers supplemented with methods to identify and address each determinant. The tool can be used by those performing quality improvement initiatives in healthcare practice. Methods: A mixed-methods study design was used to develop the tool. First, an online survey was used to ask healthcare professionals about the determinants they experienced as most facilitating and most hindering during the performance of their quality improvement initiative . A priority score was calculated for every named determinant, and those with a priority score ≥ 20 were incorporated into the tool. Semi-structured interviews with implementation experts were performed to gain insight on how to analyse and address the determinants in our tool Results: The 25 healthcare professionals in this study experienced 64 facilitators and 66 barriers when performing their improvement initiatives. Of these, 12 facilitators and nine barriers were incorporated into the tool. Sufficient support from management of the department was identified as the most important facilitator, while having limited time to perform the initiative was considered the most important barrier. The interviews with 16 experts in implementation science led to various inputs for identifying and addressing each determinant. Important themes included maintaining adequate communication with stakeholders, keeping the initiative at a manageable size, learning by doing and being able to influence determinants. Conclusions: This paper describes the development of a tool with prioritized determinants for performing quality improvement initiatives with suggestions for analysing and addressing these determinants. The tool is developed for those engaged in quality improvement initiatives in practice, so in this ways it helps to bridging the research to practice gap of determinants frameworks. More research is needed to validate and develop the tool further.

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