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.

Studying in a foreign language: Study performance and experiences of German students at a Dutch university

2020 ◽  
Vol 10 (1) ◽  
pp. 25-51
Author(s):  
Lidy Zijlmans ◽  
Marc van Oostendorp ◽  
Roeland van Hout
Keyword(s):  
Academic Success ◽  
Foreign Language ◽  
Language Proficiency ◽  
Negative Impact ◽  
Dropout Rate ◽  
Structured Interviews ◽  
Foreign Language Study ◽  
Language Tests ◽  
Study Results ◽  
Written Assignments

AbstractThis article reports on the academic performance and experiences of non-native university students, specifically German students in a Dutch academic environment. These students have a substantial dropout rate. In an earlier study, we found correlations between results on language tests and study results. In this study, we used semi-structured interviews with student advisors, students and teachers to investigate in more detail the role of foreign language proficiency in academic success. We identified three major language-related issues: (1) listening and speaking in discussion groups, (2) writing in examinations and assignments, and (3) the negative impact of language proficiency on grades. The quality and readability of the written assignments was repeatedly highlighted as the core problem. Additionally, we investigated the influence of the use of English as an additional foreign language.

scholarly journals Improving Assessment of Foreign Language Proficiency in Internationally Majoring Students

2014 ◽  
pp. 262-267
Author(s):  
N. L. Kobiakova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Comprehensive Evaluation ◽  
Evaluation Model ◽  
French Language ◽  
Point System ◽  
Language Studies ◽  
Language Tests ◽  
Foreign Language Proficiency ◽  
National University

The author considers the issues related to the development of the theoretical platform and the methodology for a model used to control and evaluate educational achievements at the Russian-based university-level foreign-language using such foreign practices as merit point system, testing technology and traditional controls. Having analyzed European practices of control and evaluation of students' foreign language proficiency, in particular, the experience of France, she advocates for the adoption by the national university system of the best available foreign methodology in the field. The article depicts the proprietary model for the comprehensive assessment of the educational outcomes of the internationally majoring students in the French language. The model, customized for Russian universities, is based on the professionally oriented competence-based practical course of the French language for internationally majoring students designed by the author. With the regard to that content and basing on DELF, DALF and TCF language tests and exercise systems for the French language studies by European and Russian practitioners, she advances her own testing, communication and translation exercises toolbox. That comprehensive evaluation model was successful tested at the MGIMO. In the course of that experiment, national testing techniques and the content of linguistic tests and didactic tools were streamlined with the European requirements.

scholarly journals Investigating the Role of Foreign Language Anxiety in Explicit and Implicit L2 Knowledge

2019 ◽  
Vol 9 (6) ◽  
pp. 365
Author(s):  
Runhan Zhang
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Empirical Studies ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Course Grades ◽  
Language Tests ◽  
Negative Role ◽  
Self Assessments

Empirical studies have provided evidence for the negative role of foreign language anxiety in language proficiency measured via final course grades, self-assessments, objective language tests, and GPAs. However, its role in language proficiency from the perspective of explicit and implicit L2 knowledge is under-investigated. The current study therefore investigates the relationship between foreign language anxiety and explicit and implicit L2 knowledge in an English as a foreign language context. Participants were 156 university-level non-English majors. The results of the t test and multiple regression analyses showed that foreign language anxiety has a negative role in implicit L2 knowledge and also can predict it, but it was not found to have a significantly negative role in explicit L2 knowledge. The nature of the tests and knowledge may account for the results.

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.

scholarly journals INTEGRATING QUIZLET INTO AVIATION ENGLISH COURSE

2021 ◽  
Vol 8 (18) ◽  
pp. 118-127
Author(s):  
Tetiana Fursenko ◽  
Bohdana Bystrova ◽  
Yurii Druz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mixed Method Research ◽  
Important Conclusion ◽  
Computer Based ◽  
Aviation English

The research aims to study and experimentally verify the effectiveness of the use of the Quizlet computer-based flashcard program for teaching future air traffic controllers (ATCs) profession-related vocabulary. In this research, we applied a mixed-method research design. The sample of the experiment participants was 57 first-year students majoring in “Aviation transport”. To evaluate the efficiency of Quizlet incorporation into aviation English learning, we used tests, speaking activities, observations, and questionnaires (the former two to assess passive and active vocabulary knowledge and the latter to evaluate the students` engagement and motivation). The empirical data proved Quizlet to be an effective vocabulary learning tool that positively influences students` proficiency in speaking skills and interest in learning aviation English. Based on the obtained findings, we claim vocabulary acquisition to be the basis for foreign language learners` general language proficiency contributing to the development of voice communication skills. An important conclusion is made on the need to include in aviation English courses the intentional vocabulary learning component implying explicit vocabulary teaching, which then should be complemented with speaking practice and incidental vocabulary acquisition techniques. The research findings can be implied in aviation English and foreign language teaching presenting an experimental verification of computer-based flashcard program efficiency in the language learning process.

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 Verbindliche und verbindende Landeskunde. Eine Analyse des niederländischen DaF-Lehrwerkes Neue Kontakte

2019 ◽  
Vol 46 (1) ◽  
pp. 157-178
Author(s):  
Marjon Tammenga-Helmantel
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Critical Reflection ◽  
Foreign Language Teaching ◽  
Learning Goals ◽  
Cultural Learning ◽  
Eine Analyse ◽  
Course Materials ◽  
The World ◽  
Cultural Content

This study investigates the position, content and pedagogy of Landeskunde in proficiency skills-focussed Dutch foreign language teaching. It analyses the course book used most frequently in Dutch secondary education for German as a foreign language: Neue Kontakte. This research examines the position of cultural content in course materials and in explicitly formulated learning goals. Moreover, it is investigated what cultural content is introduced and whether this is either integrated in language proficiency training and connected to the world of the learners. The results show that Neue Kontakte offers a broad range of cultural topics which are either linked to the Netherlands or Dutch or to the learners’ personal environment. Additionally, Landeskunde is integrated in language proficiency exercises. On the other hand, its status is considered weak; no cultural learning goals are formulated and hardly any repetition of cultural content and little critical reflection on the foreign and the own culture are observed.

A Review of Studies on Cooperative Learning Strategy to Improve ESL Students’ Speaking Skills

2021 ◽  
Vol 12 (3) ◽  
pp. 63-68
Author(s):  
Guganeswary Vellayan Et.al
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
English Language Proficiency ◽  
Esl Students ◽  
Policy Makers ◽  
Teaching Learning ◽  
Speaking Skills

The research investigates the effects of cooperative learning strategy to ameliorate Malaysian ESL students’ speaking skills. It is not an uncommon issue that ESL/EFL (English as Second/Foreign Language)students face some difficulties to interact fluently in English language, in fact, it is a problem faced by students not only in Malaysia but around the world.The Malaysian Education Ministry is working deliberately on increasing students’ English language proficiency in order to unlock all sort of doors for students to excel in their future endeavors. In order to improve ESL students’ speaking skills, an appropriate strategy is crucial in teaching-learning process. This paper also investigates of the ESL students towards cooperative learning and their motivation towards speaking skills. This study is believed to be beneficial to the students, academicians and also the policy makers.

scholarly journals The CEFR and teaching Japanese as a foreign language

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 455-469
Author(s):  
Chikako Shigemori Bučar ◽  
Hyeonsook Ryu ◽  
Nagisa Moritoki Škof ◽  
Kristina Hmeljak Sangawa
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Japanese Language ◽  
Japanese Education ◽  
Learning And Teaching ◽  
Undergraduate Study ◽  
European Languages ◽  
Language Proficiency Test ◽  
Teaching Learning

Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teachers and students can use to plan their teaching/learning through self-assessment of their language ability levels. The JF is also publishing new types of textbooks for Japanese education, emphasizing cross-cultural understanding between peoples.The Japanese Language Proficiency Test was revised in 2010 and is now ability-oriented; it is indirectly influenced by the CEFR.The authors analyzed Japanese education at the University of Ljubljana in relation to the CEFR assessment levels. At the end of their undergraduate study, students reach approximately level B1/B2 of the CEFR, and at the end of the master’s course level C1. There are difficulties in assessing the current Japanese courses using the CEFR framework due to the specific character of Japanese, particularly in relation to the script, politeness and pragmatic strategies, and students’ familiarity with current events in Japan and background knowledge of Japanese society. Nevertheless, the CEFR framework offers concrete ideas and new points of view for planning language courses, even for non-European languages.

Sign in / Sign up

Export Citation Format

Share Document