Effects of language background on measures of ability of children in their first year of school

2009 ◽  
Vol 26 (1) ◽  
pp. 20-35
Author(s):  
Esther Care ◽  
Erin Roberts ◽  
Amanda Thomas
Keyword(s):  
School Readiness ◽  
Student Performance ◽  
Language Proficiency ◽  
Limited English Proficiency ◽  
English Language ◽  
First Year ◽  
Proficiency Tests ◽  
Language Background ◽  
Ability Tests ◽  
English Speaking

AbstractThis report outlines the usefulness and appropriateness of three commonly used tests of ability for Preparatory level (Prep) children in Victoria, Australia, from non-English speaking backgrounds. Traditional school readiness and ability tests are dependent on knowledge of the English language, and thus may not be valid tools for assessing students with limited English proficiency. Tests that measure both verbal and nonverbal abilities were administered to 32 children, 14 from English speaking and 18 from non-English speaking backgrounds. Differences between the two groups of children are reported with a focus on interpretation in the context of effect of English language proficiency on performance. The results indicate that student performance on a variety of tests is constrained by English language knowledge, rather than by actual cognitive ability.

scholarly journals A Review of the IELTS Test: Focus on Validity, Reliability, and Washback

2018 ◽  
Vol 3 (1) ◽  
pp. 39 ◽  
Author(s):  
Ali Hashemi ◽  
Samran Daneshfar
Keyword(s):  
Language Proficiency ◽  
Large Scale ◽  
English Language ◽  
Test System ◽  
Clear Understanding ◽  
Proficiency Tests ◽  
Validity And Reliability ◽  
Good Test ◽  
English Speaking ◽  
International English

The International English Language Test System (IELTS) is one of the most reputable English tests that is used to assess the language proficiency of those who intend to study or work in an English speaking context. It is one of the most large-scale proficiency tests which affects the lives of many students, as well as immigrants as the results of the test, are used for making critical decisions about the test takers. Moreover, the process of designing a good test requires a clear understanding of both validity and reliability of the test format. Therefore, in the current paper, we try to offer a descriptive review of the IELTS test by concentrating on various issues such as reliability, validity and washback.

scholarly journals The Implication of Language Background of Students’ in Academic Performance: Case of Engineering University

2021 ◽  
Author(s):  
Embrima Sanyang ◽  
Md. Rashedul Huq Huq Shamim ◽  
Md. Abu Raihan
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Language Proficiency ◽  
Quantitative Research ◽  
English Language ◽  
Negative Impact ◽  
Positive Role ◽  
Academic Tasks ◽  
Language Background ◽  
The Impact

Abstract A language of instruction is used to deliver explanations about the concepts that are taught, discuss among students and teachers, and solve academic tasks such as exercises and assignments. At the Islamic University of Technology (IUT), students are drawn from different OIC countries whose language background is either the host country's language, e.g. Bangla, or other OIC member state languages e.g. French, Arabic, or English. This study investigates the implications of students’ language background towards their academic performance in IUT with specific objectives of assessing the impact of student’s level of English Language (EL) proficiency against their academic performance and determining the relationship between the constructs of the level of English Language proficiency and academic performance. The quantitative research design was used including close-ended questionnaires to collect data about the implication of language background on students’ performance. It was discovered that the implication of writing on students’ performance was minor and depended on the insight it was viewed in. Secondly, reading played an important part in building students’ confidence, increases participation and self-expression. Third, it was noted that perceived understanding had a slightly negative impact on student performance and, finally reading as part of background language had a significant positive role in the performance of students. Other factors such as the background of students in terms of origin, students’ interest in courses, etc. also influenced students’ academic performance. Further study in the future could explore other factors that determine students’ performance and issues of language to improve engineering knowledge and skills.

scholarly journals 28. How Much Language Do They Need? The Dilemma English-Medium Universities Face When Enrolling English as an Additional Language Students

2011 ◽  
Vol 3 ◽  
pp. 172 ◽  
Author(s):  
Janet Von Randow
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Academic Language ◽  
Subsequent Development ◽  
First Year ◽  
Domestic Students ◽  
Language Background ◽  
Language Needs ◽  
Post Entry

Although international and domestic students applying to English-medium universities may well meet the minimum language entry requirement, recent research indicates that this level of language proficiency often does not provide students with the means to cope effectively with their academic studies (Barthel, 2007; Elder, 2003; Read & Hayes, 2003). To resolve this dilemma our major, multicultural New Zealand university is addressing the problem through implementation of the Diagnostic English Language Needs Assessment (DELNA), a post-entry programme administered to all first-year undergraduate students, regardless of their language background. We use the diagnostic outcomes to guide individual students with particular needs to appropriate forms of academic language enrichment. This paper outlines DELNA’s history and administration, student responses to the assessment and the subsequent development and uptake of language support options.

The morphing assessment terrain for English learners in US schools

2017 ◽  
Vol 16 (1) ◽  
pp. 110-126
Author(s):  
Mary Hutchinson ◽  
Xenia Hadjioannou
Keyword(s):  
No Child Left Behind ◽  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Proficiency Tests ◽  
Content Type ◽  
State Tests ◽  
The Usa ◽  
Key Policy ◽  
Every Student Succeeds Act

Purpose The purpose of this paper is to provide an overview of the public policy reshaping the assessment terrain for English learners (ELs) across the USA and to consider the implications and impact of these practices on sustaining and supporting a diverse student population in today’s schools. Design/methodology/approach The authors review the literature and publicly available policy documents to trace key policy trends over the past 15 years that have shaped the current educational landscape and assessment practices for ELs in the USA. Findings In the USA, the 2015 Common Core State Standards (CCSSs) assessments generated worrisome results for ELs, as significant numbers had failing scores in English language arts and math. These results are juxtaposed to public policies that impact the educational experience of ELs, including No Child Left Behind and the CCSS, and which, despite their stated intentions to ameliorate the achievement gap, are found to be assimilationist in nature. Indeed, a review of the initiatives of developing common EL standards and English language proficiency tests and the recommendations for EL accommodations in state tests suggests several areas of concern. The recently passed Every Student Succeeds Act focuses on this vulnerable population, but there are concerns that the continued focus on accountability and testing will do little to facilitate academic progress for these students. Practical implications The paper recommends a need to reevaluate the support and testing process for ELs to stem widespread failure and ascertain the sustenance of democratic and diversified schools. Originality/value The study provides an overview of key policy trends, outlines and critiques recent changes in the assessment of ELs and draws implications for practice.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

scholarly journals Yemeni EFL Learners’ Future Self-Images and Their Relationship to The English Language Proficiency: التصورات الذاتية المستقبلية لدى طلبة اللغة الانجليزية اليمنيين  وعلاقتها بالكفاءة في اللغة الإنجليزية

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Abdulrahim Ali Mohammad Al-Showthabi, Mohammad Abduh Ahmad A
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Data Gathering ◽  
Proficiency Tests ◽  
Ideal Self ◽  
Efl Learners ◽  
Self Image ◽  
Future Self ◽  
Academic Year

This exploratory correlational study addresses the issue of Yemeni EFL Learners’ Future Self-images, Ideal Self-images and Ought-to Self-image and their relationship to the English language proficiency, mainly, speaking and writing --fourth level students, Department of English Sana’a University of the academic year of 2017-2018. It also aims at exploring which of the two Future Self-images addressed is more evident amongst Yemeni EFL learners. In addition, the study attempts to ascertain the role of gender on Future Self-images. Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. and two Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. Descriptive analyses— frequencies, and, t-test for independent groups, and Pearson-product moment correlation— were utilized to analyze the data. Results show that Yemeni EFL students have higher Ought-to Self-image mean scores (3.6) than Ideal Self-image mean scores (3.04) Further, each of the two Future Self-images, Ideal Self-image and Ought-to Self-image has a bipolar direction in regard to male and female students. While, female students have higher mean Ideal Self-image scores (2.6) toward learning English, their counterpart male students have higher mean Ought-to Self-image scores (3.15). Furthermore results revealed a significant and strong relationship between Yemeni EFL learners’ ---Ideal Self-images—Ought-to Self-image-- and speaking and writing proficiency respectively and uniquely. This article ends with some recommendations and suggestions for future research.

Local Governments and Social Networking

2012 ◽  
pp. 84-98 ◽  
Author(s):  
Gerald A. Merwin ◽  
J. Scott McDonald ◽  
Keith A. Merwin ◽  
Maureen McDonald ◽  
John R. Bennett
Keyword(s):  
Local Government ◽  
Web 2.0 ◽  
Social Networking ◽  
Local Governments ◽  
Limited English Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Minority ◽  
Spanish Speakers ◽  
English Speaking

This chapter argues that Web 2.0, a valuable tool used to expand government-citizen communication opportunities and bring citizens as a group closer to government, widens a communication opportunity divide between local government and its citizens. Web 2.0 access is almost exclusively English-language based, benefiting that segment of the population and leaving others behind, especially the fastest growing language minority, Spanish speakers. While local governments continue to take advantage of the ability to interact with citizens through social networking (Aikins, 2009; Vogel, 2009), McDonald, Merwin, Merwin, Morris, & Brannen (2010) found a majority of counties with significant populations of citizens with Limited English Proficiency (LEP) did not provide for the translation needs of these citizens on their Websites. The chapter finds that Web 2.0-based communication is almost exclusively in English and that cities are missing opportunities to communicate. It concludes with recommendations based on observations of communities employing Web 2.0 to engage non-English speaking populations.

A comparison of reliability and precision of subscore reporting methods for a state English language proficiency assessment

2017 ◽  
Vol 35 (2) ◽  
pp. 297-317 ◽  
Author(s):  
Tanya Longabach ◽  
Vicki Peyton
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Test Theory ◽  
Policy Implications ◽  
Proficiency Tests ◽  
Response Theory ◽  
K 12

K–12 English language proficiency tests that assess multiple content domains (e.g., listening, speaking, reading, writing) often have subsections based on these content domains; scores assigned to these subsections are commonly known as subscores. Testing programs face increasing customer demands for the reporting of subscores in addition to the total test scores in today’s accountability-oriented educational environment. Although reporting subscores can provide much-needed information for teachers, administrators, and students about proficiency in the test domains, one of the major drawbacks of subscore reporting includes their lower reliability as compared to the test as a whole. In addition, viewing language domains as if they were not interrelated, and reporting subscores without considering this relationship between domains, may be contradictory to the theory of language acquisition. This study explored several methods of assigning subscores to the four domains of a state English language proficiency test, including classical test theory (CTT)-based number correct, unidimensional item response theory (UIRT), augmented item response theory (A-IRT), and multidimensional item response theory (MIRT), and compared the reliability and precision of these different methods across language domains and grade bands. The first two methods assessed proficiency in the domains separately, without considering the relationship between domains; the last two methods took into consideration relationships between domains. The reliability and precision of the CTT and UIRT methods were similar and lower than those of A-IRT and MIRT for most domains and grade bands; MIRT was found to be the most reliable method. Policy implications and limitations of this study, as well as directions for further research, are discussed.

scholarly journals MALAYSIAN STUDENTS’ PERCEPTIONS OF THEIR INTERACTIONS IN UK SEMINARS

2020 ◽  
Vol 5 (2) ◽  
pp. 384-405
Author(s):  
Zurina Khairuddin ◽  
Zulaikha Khairuddin ◽  
Nadia Ibrahim
Keyword(s):  
Language Proficiency ◽  
International Student ◽  
English Language ◽  
Group Discussion ◽  
Educational Background ◽  
First Year ◽  
Verbal Interactions ◽  
First Year Students ◽  
Academic Cultures ◽  
Malaysian Students

Background and Purpose: Coming from different social and academic cultures, students may exhibit perceptions which are in contrast to the convention of the targeted culture. Hence, this study aims to explore how first-year Malaysian students perceive their interactions in UK seminars.   Methodology: Employing qualitative research method, nine Malaysian students were chosen based on two criteria: they have to be first-year students and registered in content modules in UK university. The data were collected from interview and focus group discussion, and the audio-recordings were transcribed and analysed utilising thematic analysis.   Findings: The participants of this study perceive their interactions differently. Semek, Enot, Fatin, Ammar, Ming and Izlin mentioned that they responded during seminar discussion if they were nominated by the tutor and most agreed that they did not ask questions because information was provided to them or they could ask the tutor or their friends after the seminar. Fatin however disagreed and asserted that students should ask questions if they did not understand the academic content well. Qaisara, Puspa and Semek also shared that their lack of English language proficiency influenced their lack of contribution which was not the case for Fatin and Ming. Being marginalised as an international student was one of the reasons Semek did not contribute to the seminar discussions in contrast to Qaisara who felt the need to contribute.   Contributions: The findings of this study suggest that academic institutions should be flexible in encouraging students to be engaged in seminars as coming from different educational background, these students may require additional help to socialise in academic setting and consequently become expert members.   Keywords: Malaysian students, students’ perceptions, students’ interactions, UK seminars, verbal interactions.   Cite as: Khairuddin, Z., Khairuddin, Z., & Ibrahim, N. (2020). Malaysian students’ perceptions of their interactions in UK seminars.  Journal of Nusantara Studies, 5(2), 384-405. http://dx.doi.org/10.24200/jonus.vol5iss2pp384-405

scholarly journals Reticence is not a Virtue in Aviation: Improving English Speaking Proficiency of Future Aviation Specialists

2021 ◽  
Vol 13 (2) ◽  
pp. 498-515
Author(s):  
Liudmyla Herasymenko ◽  
Svitlana Muravska ◽  
Maryna Lomakina ◽  
Nadiia Martynenko ◽  
Iuliia Mazurenko
Keyword(s):  
Problem Solving ◽  
Language Proficiency ◽  
English Language ◽  
Speaking Proficiency ◽  
Information Gap ◽  
Grammatical Skills ◽  
English Speaking ◽  
The Impact ◽  
Experimental Group ◽  
Speaking Skills

English language proficiency is a vital requirement for air-to-ground communication for aviation specialists. A special attention should be paid to developing speaking skills of future pilots, air traffic controllers and engineers. Our research has shown that future aviation specialists come across certain challenges in the process of communication in English: insufficient aviation knowledge to give an opinion, low motivation to speak, poor grammatical skills and insufficient knowledge of vocabulary items, uneven participation in discussions, and fear of making mistakes. To overcome these challenges some recommendations were formulated for teachers to follow. The problem-solving activities were chosen and designed to enhance students’ speaking skills. They include value-clarification tasks, discussions, role-plays, information-gap activities, describing pictures, and discussing videos. This research aims to define the impact of applying these problem-solving activities on developing students’ speaking skills. 120 second year students in aviation specialties took part in this experiment. They were divided into a control and an experimental group of equal numbers. In both groups, the teachers taught the same Aviation English content which corresponded to the syllabus. In addition, in the experimental group the teacher implemented the problem-solving activities, which contributed significantly to the development of future aviation specialists’ speaking skills.

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