scholarly journals Anxiety in Language Testing: The APTIS Case

2017 ◽  
Vol 19 (_sup1) ◽  
pp. 39-50 ◽  
Author(s):  
Jeannette de Fátima Valencia Robles
Keyword(s):  
Foreign Language ◽  
Online Questionnaire ◽  
British Council ◽  
Working Environments ◽  
Proficiency Level ◽  
Language Tests ◽  
Large Numbers ◽  
The World ◽  
Computer Based ◽  
Computer Based Testing

The requirement of holding a diploma which certifies proficiency level in a foreign language is constantly increasing in academic and working environments. Computer-based testing has become a prevailing tendency for these and other educational purposes. Each year large numbers of students take online language tests everywhere in the world. In fact, there is a tendency to use these tests more and more. However, many students might not feel comfortable when taking this type of exams. This paper describes a study regarding the fairly new APTIS Test (British Council). Thirty-one students took the test and responded to a structured online questionnaire on their feelings while taking it. Results indicate that the test brings a considerable amount of anxiety along with it.

Promoting positive washforward through personalised test feedback and other benefits: Piloting a computer-based testing system

2020 ◽  
Vol 10 (1) ◽  
pp. 235-244
Author(s):  
Elena A. M. Gandini ◽  
Tania Horák
Keyword(s):  
Foreign Language ◽  
Testing System ◽  
Test Results ◽  
Test Feedback ◽  
Teachers And Students ◽  
Computer Based ◽  
Computer Based Testing ◽  
The University ◽  
Future Learning ◽  
Personalised Feedback

AbstractThis contribution reports on the developing and piloting of a computer-based version of the test of English as a foreign language produced by the University of Central Lancashire (UCLan), where it is currently used for the admission of international students and the subsequent evaluation of their language progress. Among other benefits, computer-based testing allows for better and individualised feedback to both teachers and students, and it can provide a more authentic test experience in light of the current digital shift that UK universities are undergoing. In particular, the qualitative improvement in the feedback available for test-takers and teachers was for us a crucial factor. Providing students with personalised feedback, that is, directly linked to their performance, has positive washforward, because it means we can guide their future learning, highlighting the areas they need to work on to improve their language skills and giving them suggestions on how to succeed in academia. Furthermore, explaining the meaning of test results in detail improves transparency and ultimately washback, as teachers can use the more accessible marking criteria, together with information on how their students performed, to review plans and schemes of work for subsequent courses.

scholarly journals Selecting and Using Computer-Based Language Tests (CBLTs) to Assess Language Proficiency: Guidelines for Educators

2004 ◽  
Vol 21 (2) ◽  
pp. 93 ◽  
Author(s):  
Kim MacDonald ◽  
Jean Nielsen ◽  
Lisa Lai
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Assessment Criteria ◽  
Learning Goals ◽  
Summary Table ◽  
Intended Audience ◽  
Language Tests ◽  
Development Procedure ◽  
Computer Based ◽  
Teaching Learning

With the growing demand for and use of computer-based language tests (CBLTs) comes the need for clear guidelines to help educators as they attempt to select appropriate tests to assess their students with respect to their second- and foreign-language (L2/FL) teaching-learning goals. The purpose of this article is to provide guidelines to educators who are seeking appropriate CBLTs to assess language proficiency in the classroom. We being with an introduction that includes a brief word about our intended audience, our rationale for creating this set of guidelines, and the development procedure used. We continue with a discussion of some relevant assessment criteria and conclude with a few summary remarks. Finally, we present a 'CBLT Selection and Use: Guidelines Summary Table' composed of questions to ask and an accompanying checklist.

scholarly journals The Attitudes of EFL Teachers in Jordan Towards Online Webinars as Professional Development Tools in Comparing with International EFL Teachers

2021 ◽  
Vol 29 (5) ◽  
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Quantitative Study ◽  
Descriptive Statistics ◽  
Online Questionnaire ◽  
Development Tools ◽  
Efl Teachers ◽  
The World ◽  
Facilitating Conditions

The aim of this study is to investigate the attitudes of English as a Foreign Language (EFL) teachers in Jordan towards using webinars as professional development tools in comparing with international EFL teachers. A quantitative study was conducted with (60) EFL teachers, (44) EFL teachers were from Jordan and (16) EFL teachers were from different countries around the world. An online questionnaire which is adapted from Emre’s thesis (2019) was distributed via WhatsApp and Telegram applications. The data has analyzed using descriptive statistics via SPSS statistics. This study was conducted in Amman- Jordan in (2020-2021). The results showed that female and males EFL teachers who have additional courses and who have attended webinars were positive towards using webinars as professional development tools and Jordanian EFL teachers revealed moderate attitudes in comparing with international EFL teachers. This study suggested to encourage Jordanian EFL teachers to attend webinars for professional development by supporting and facilitating conditions, reward teachers who attend webinars and conduct persistent research in order to have different experiences to support the results of the upcoming researches.

scholarly journals Digital Testing During the Pandemic Crisis

2021 ◽  
Vol 9 (1) ◽  
pp. 36-53
Author(s):  
Jana Jaskova
Keyword(s):  
Foreign Language ◽  
Global Education ◽  
Online Testing ◽  
Online Questionnaire ◽  
Digital Testing ◽  
University Of Technology ◽  
Computer Based ◽  
Academic Year ◽  
Business And Management ◽  
At Home

In 2020, the pandemic crisis caused by covid-19 led to some changes in global education. Consequently, primary and secondary schools as well as universities introduced distance learning in many countries all over the world. This situation mostly required, among other things, a new way of testing learners’ knowledge and skills. The objectives of this paper are to reveal university students’ opinions on computer-based tests in comparison with paper-and-pencil tests and to map their requirements concerning digital testing of English as a foreign language. The research sample includes 284 students of the Faculty of Business and Management, Brno University of Technology, Czech Republic. These students experienced online testing at home during the summer semester of 2019/20 as well as paper tests at school in the previous winter semester of the same academic year. Thereafter, they were asked to complete an anonymous online questionnaire. The results have shown that the learners were mostly satisfied with the introduction of online testing at home. However, if the electronic tests took place at school, not all of them would prefer this way of testing. Regarding tasks in digital tests, the learners gave priority to assignments based on multiple choice. Moreover, the respondents expressed their views on electronic devices and testing speaking skills on online platforms.

scholarly journals Een taalvaardigheidstest voor anderstaligen voorgelegd aan leerlingen in het Nederlandstalig middelbaar onderwijs : Een onverwacht effect?

2021 ◽  
Vol 59 (2) ◽  
pp. 99-113
Author(s):  
Elke Gilin ◽  
Jordi Heeren ◽  
Lieve De Wachter
Keyword(s):  
Academic Success ◽  
Foreign Language ◽  
Language Proficiency ◽  
Small Scale ◽  
School Students ◽  
High Stakes ◽  
Proficiency Level ◽  
Language Tests ◽  
Economic Background ◽  
Entry Requirements

Abstract High stakes university entrance language tests for L2-speakers are assumed to measure the language proficiency needed for academic success. Few studies have investigated the claim that L1-speakers automatically have a sufficient language proficiency level and consequently do not need to be tested. In Flanders, Belgium, there are no real entry requirements or tests for L1-speakers, except for Dentistry and Medicine. In that respect, it is interesting to investigate how Flemish secondary school students score on a language test designed for L2-students. This study focuses on the results of a small-scale study carried out with 50 pupils of the regular Flemish schooling system. All pupils took the computer test of the Interuniversity test Dutch as a Foreign Language (ITNA) testing reading, listening and language in use, one of the two officially recognized university entrance tests in Flanders. Interestingly, not all of the pupils pass the test. Especially pupils with a multilingual background or from a lower socio-economic background seem to have more difficulties passing the threshold.SamenvattingVoordat L2-sprekers zich kunnen inschrijven in het hoger onderwijs, moeten ze een taalvaardigheidstoets afleggen. Er wordt vanuit gegaan dat zo’n toelatingstest het taalniveau meet dat noodzakelijk is voor academisch succes. Weinig studies onderzochten echter de bewering dat L1-sprekers automatisch over het gevraagde taalvaardigheidsniveau beschikken. Zij hoeven immers geen test af te leggen. In Vlaanderen, België, zijn er geen verplichte of bindende universitaire toelatingstoetsen voor L1-sprekers, behalve de toelatingsproeven bij geneeskunde of tandheelkunde. In dat opzicht is het interessant om na te gaan hoe Vlaamse leerlingen uit het secundair onderwijs scoren op een taalvaardigheidstest voor anderstaligen. Deze studie richt zich op de resultaten van een kleinschalig onderzoek met vijftig laatstejaarsscholieren uit het reguliere Vlaamse onderwijssysteem. Alle scholieren legden de computertest van de Interuniversitaire Taaltest Nederlands voor Anderstaligen (ITNA) af, wat een van de twee officieel erkende universitaire toelatingstesten in Vlaanderen is. Niet alle scholieren legden de ITNA-computertest succesvol af. Vooral leerlingen met een meertalige achtergrond of met een lage socio-economische status bleken meer moeite te hebben om de cesuur te behalen.

scholarly journals The Routes of Migration: A Multifaceted Evidences from India

2021 ◽  
Vol 6 (2) ◽  
pp. 9-19
Author(s):  
Praveen Naik Bellampalli ◽  
Yadava Neelam
Keyword(s):  
Sustainable Development ◽  
International Migration ◽  
Internal Migration ◽  
Migrant Workers ◽  
Driving Forces ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Working Environments ◽  
Large Numbers ◽  
The World

This article examines the trend and patterns of migration in India. Internal and international migration occurs in search of survival, fulfilment, and a better life. Over the last few decades, major driving forces for urbanisation all over the world and is of concern in Asia due to the raising magnitude. Hence, Due to urbanization and globalization generate enormous opportunities for employment and livelihood for people in the country. The large numbers of people moving internal migration as well as international migration in the different part of the countryside. Thus, the article discussed some of the important theoretical underpinnings of the issue of migration as reflected from India. However, this paper would orient towards the protection of labour rights and promote safe and secure working environments of the migrant workers, which will be a key to achieving the agenda of Sustainable Development Goal (SDGs) 2030.          

A hitchhiker’s guide to microscopy and microanalysis using telecommunications, e-mail, and the Internet

1994 ◽  
Vol 52 ◽  
pp. 390-391 ◽  
Author(s):  
Nestor J. Zaluzec
Keyword(s):  
The Internet ◽  
Information Superhighway ◽  
The World ◽  
Exchange Information ◽  
On Line ◽  
Computer Based ◽  
Software And Hardware ◽  
Communication Software ◽  
Basic Ideas ◽  
E Mail

The Information SuperHighway, Email, The Internet, FTP, BBS, Modems, : all buzz words which are becoming more and more routine in our daily life. Confusing terminology? Hopefully it won't be in a few minutes, all you need is to have a handle on a few basic concepts and terms and you will be on-line with the rest of the "telecommunication experts". These terms all refer to some type or aspect of tools associated with a range of computer-based communication software and hardware. They are in fact far less complex than the instruments we use on a day to day basis as microscopist's and microanalyst's. The key is for each of us to know what each is and how to make use of the wealth of information which they can make available to us for the asking. Basically all of these items relate to mechanisms and protocols by which we as scientists can easily exchange information rapidly and efficiently to colleagues in the office down the hall, or half-way around the world using computers and various communications media. The purpose of this tutorial/paper is to outline and demonstrate the basic ideas of some of the major information systems available to all of us today. For the sake of simplicity we will break this presentation down into two distinct (but as we shall see later connected) areas: telecommunications over conventional phone lines, and telecommunications by computer networks. Live tutorial/demonstrations of both procedures will be presented in the Computer Workshop/Software Exchange during the course of the meeting.

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