scholarly journals COMPUTER ADAPTIVE LANGUAGE TESTING ACCORDING TO NATO STANAG 6001 REQUIREMENTS

2021 ◽  
Vol 8 (18) ◽  
pp. 19-26
Author(s):  
Piotr Gawliczek ◽  
Viktoriia Krykun ◽  
Nataliya Tarasenko ◽  
Maksym Tyshchenko ◽  
Oleksandr Shapran
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Objective Assessment ◽  
Language Testing ◽  
Armed Forces ◽  
Proficiency Level ◽  
Starting Point ◽  
Special Value ◽  
Results Management ◽  
Adaptive Ability

The article deals with the innovative, cutting age solution within the language testing realm, namely computer adaptive language testing (CALT) in accordance with the NATO Standardization Agreement 6001 (NATO STANAG 6001) requirements for further implementation in foreign language training of personnel of the Armed Forces of Ukraine (AF of Ukraine) in order to increase the quality of foreign language testing. The research provides the CALT method developed according to NATO STANAG 6001 requirements and the CALT algorithm that contains three blocks: “Starting point”, “Item selection algorithm”, “Scoring algorithm” and “Termination criterion”. The CALT algorithm has an adaptive ability, changing a complexity level, sequence and the number of items according to the answers of a test taker. The comparative analysis of the results of the CALT method piloting and the paper-and-pencil testing (PPT) in reading and listening according to the NATO STANAG 6001 requirements justifies the effectiveness of the three-level CALT method. It allows us to determine the following important benefits of CALT: test length reduction, control of measurement accuracy, objective assessment, improved test security, generation of a unique set of items, adaptive ability of the CALT algorithm, high motivation of the test takers, immediate score reporting and test results management. CALT is a qualitative and effective tool to determine test takers’ foreign language proficiency level in accordance with NATO STANAG 6001 requirements within the NATO Defence Educational Enhancement Programme. CALT acquires a special value and relevance in the context of the global COVID 19 pandemic.

scholarly journals Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Nadia Mifka-Profozic
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Communicative Ability ◽  
Proficiency Level ◽  
Language Classroom ◽  
Linguistic Structures ◽  
Grammatical Structures ◽  
Communicative Skill ◽  
Passe Compose

AbstractThis paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants’ communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts.

scholarly journals DEVELOPING COLLOCATIONAL AND PHONOLOGICAL COMPETENCES OF EMERGING TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE THROUGH COGNITIVE APPROACH TO PROCESSING MULTI-WORD UNITS

2015 ◽  
Vol 1 ◽  
pp. 42
Author(s):  
Irisa Berga
Keyword(s):  
Foreign Language ◽  
Natural Language ◽  
Language Proficiency ◽  
Native Language ◽  
Instructional Approach ◽  
Cognitive Approach ◽  
Proficiency Level ◽  
Formal Instruction ◽  
Analytic Processing ◽  
Informal Settings

<p>This paper addresses unresolved issues in the acquisition, processing and use of multi-word units which account for the learner’s idiomatic, natural language. The aim of the study is to argue for an analytic instructional approach to developing the trainee teacher’s collocational and phonological competences through the medium of the native language employing a set of didactic and linguistic techniques like etymological, phonological, structural, lexical and semantic dissection of multi-word units. Research results imply that analytic processing of multi-word units relate moderately to the enhancement of the learner’s collocational and phonological competences though relations between formal instruction and the language proficiency level may be partly obscured by the probable exposure of the learner to multi-word units in informal settings.<strong></strong></p>

scholarly journals EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter?

2021 ◽  
Vol 12 ◽  
Author(s):  
Tiefu Zhang ◽  
Xuemei Chen ◽  
Jiehui Hu ◽  
Pattarapon Ketwan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Target Language ◽  
Linguistic Features ◽  
Context Analysis ◽  
Written Corrective Feedback ◽  
Proficiency Level ◽  
Qualitative Approaches ◽  
Error Types

Using both quantitative and qualitative approaches, this study investigated the preference of learners of English as a foreign language (EFL) for four types of written corrective feedback (WCF), which are often discussed in the literature, on grammatical, lexical, orthographic, and pragmatic errors. In particular, it concerned whether such preference is influenced by two learner variables, namely, foreign language enjoyment (FLE) and proficiency level. The preference for selective vs. comprehensive WCF was also examined. The participants in the study were 117 University students in a Thai EFL context. Analysis of questionnaire data revealed a tendency for learners to prefer more explicit types of WCF (i.e., metalinguistic explanation and overt correction) for most error types, irrespective of their proficiency and FLE level. High proficiency level learners rated less explicit WCF types (i.e., underlining and error code) as useful to some degree, whereas their low proficiency level counterparts did not. Similar results were found for the two FLE groups. Besides, the FLE level seemed to play a role in perceiving the value of WCF in terms of scope. The results of follow-up interviews showed that the linguistic features of learners' first language, existing knowledge of the target language, affective feelings, and teacher's role were the main factors contributing to variation in learners' preferences. Possible pedagogical implications are discussed.

scholarly journals Study on the Continuation Task of China’s New College Entrance Examination Based on the Interactive Alignment Theory

2021 ◽  
Vol 4 (10) ◽  
pp. 89-91
Author(s):  
Ying Ouyang
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Foreign Language Education ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Proficiency Level ◽  
Foreign Language Proficiency ◽  
Examination Policy

With the extensive implementation of China’s new college entrance examination policy, the Continuation Task in the new college entrance examination has attracted wide attention from the academic circle, which also gives rise to plentiful relevant research. In the past, most of the research only focused on university foreign language education, which was rarely involved in English teaching in primary and secondary schools. Based on the Interactive Alignment Theory, this paper is going to analyze and study the Continuation Task, and try to put forward some teaching strategies for the teaching of the new task, so as to improve student's English proficiency level. According to the research, this paper finds out that "The Continuation Task" can give full play to the alignment effect between reading and writing, promote writing through reading, and thus promote the improvement of students' foreign language proficiency. Therefore, this essay can provide some insights into the teaching of English in high schools.

Teachers' perceptions of self-efficacy, English proficiency, and instructional strategies

2011 ◽  
Vol 39 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Cevdet Yilmaz
Keyword(s):  
Foreign Language ◽  
Instructional Strategies ◽  
Language Proficiency ◽  
Self Efficacy ◽  
English Proficiency ◽  
Teaching Efficacy ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Teachers Perceptions ◽  
Proficiency Level

The main purpose in the study was to examine the efficacy beliefs of Turkish EFL (English as a Foreign Language) teachers. Teachers' perceptions of their teaching efficacy regarding personal capabilities to teach English and their self-reported English proficiency level were also investigated. The data were collected through a survey completed by 54 teachers. Results indicated that teachers' perceived efficacy was correlated with their self-reported English proficiency, and that teachers' efficacy for instructional strategies was greater than their efficacy for management and engagement. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their perceived self-efficacy.

scholarly journals University Students’ Attitudes towards the Use of YouTube in the EFL Classroom

HOW ◽  
2021 ◽  
Vol 28 (2) ◽  
pp. 141-158
Author(s):  
María Victoria Fernández-Carballo
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Quantitative Methods ◽  
English Language ◽  
Qualitative And Quantitative Methods ◽  
Proficiency Level ◽  
Language Classroom ◽  
Education Degree ◽  
Students Attitudes ◽  
Method Approach

Noticing the generally lower-than-desirable English language proficiency level with which Spanish students start university, I considered trying a different approach in which the use of a familiar application would be introduced in the classroom. The main objective of this work is to explore Primary Education degree programme students’ attitudes towards the integration of YouTube in the English language classroom. To this end, 46 third-year intermediate-level students participated in the study. It adopted a mixed-method approach, using a combination of qualitative and quantitative methods. The results show that, although participants mentioned some drawbacks, they reacted positively to the use of the platform. Given these results and the benefits offered, the integration of YouTube in the foreign language classroom is highly recommended.

scholarly journals Sources and Levels of Foreign Language Speaking Anxiety of English as a Foreign Language University Students with regard to Language Proficiency and Gender

2015 ◽  
Vol 4 (1) ◽  
pp. 49 ◽  
Author(s):  
Emre Debreli ◽  
Seren Demirkan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Language Anxiety ◽  
Structured Interviews ◽  
Speaking Anxiety ◽  
Proficiency Level ◽  
Language Classroom ◽  
Efl Students ◽  
And Gender ◽  
Turkish Cypriot

<p>Although foreign language anxiety is a widely explored subject in the area of English as a Foreign Language (EFL), studies that focus on the speaking anxiety in EFL, as well as the gender and language proficiency level–anxiety relationship, are rare. The present study investigates the phenomenon in an EFL context and analyzes the levels of EFL students’ speaking anxiety and the sources that make them anxious. It also explores whether there is any relationship between anxiety and students’ language proficiency level and gender. Data were gathered from 196 Turkish and Turkish Cypriot students through questionnaires (Foreign Language Classroom Anxiety Scale), as well as through semi-structured interviews with 10 students who participated in the questionnaires. The findings indicated that the students generally had low level of speaking anxiety, although students with a higher level of language proficiency had a higher level of anxiety compared with that for students with a lower level of language proficiency. No statistically meaningful difference was observed with regard to students’ gender and anxiety levels. Factors that caused anxiety—such as difficulty in pronunciation, being asked immediate questions by the teacher, not understanding the question asked by the teacher—not found in the current literature also emerged from the present study. Implications for teacher education are also discussed.</p>

THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES

2020 ◽  
Author(s):  
Svetlana Khoroshilova ◽  
Ekaterina Kostina
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Public Speaking ◽  
Soft Skills ◽  
Target Language ◽  
Proficiency Level ◽  
Foreign Language Proficiency ◽  
Research Questions ◽  
Social Competences ◽  
The Impact

In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students’ perspective. The research questions were: 1) to investigate the students’ experience with running an educational blog; 2) to evaluate the impact of a student educational blog in Public Speaking Course on students’ foreign language proficiency level perceived by language learners themselves; 3) to assess the students’ beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners’ opinions about the impact of students’ blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents’ experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students’ multimedia blogs in the target language would have a positive impact on students’ professional as well as social competences and would enhance their motivation and participation rates.

scholarly journals Perceptions of Students Learning French as a Foreign Language in Malaysia

2021 ◽  
Vol 4 (1) ◽  
pp. f1-12
Author(s):  
RODOLPHE GILLES POINT ◽  
CHIA-CHUN NG ◽  
SU HIE TING
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Speaker ◽  
French Language ◽  
Proficiency Level ◽  
Perceptions Of Students ◽  
Level 1 ◽  
Level 2 ◽  
French Speaker

The study investigated the perceptions of students learning French as a foreign language in a Malaysian public university. The specific objectives were to examine: (1) the self-reported French language proficiency level; and (2) their perceptions of their listening, speaking, reading and writing skills in French. Questionnaire data were collected from 80 undergraduates enrolled in French Levels 1 and 2 courses. The analysis showed that language learners from Level 1 and Level 2 rated themselves as having fair proficiency level when they made their rating without comparing themselves to a French native speaker. However, when they compared themselves with a native French speaker, more of them rated their proficiency as poor. The results showed that the relative difficulty of mastering language skills in French, from the most difficult to the easiest, are writing, speaking, reading and listening. Similar results were found for Level 1 and Level 2 French but the undergraduates struggled with writing and speaking at Level 2 more than at Level 1 because of an increased vocabulary range, greater grammatical complexity and longer texts. The results suggest that the difficulties are not much in comprehension of the language but more towards expressing themselves whether in speaking or writing.

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