L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests

The study aimed to explore the evidence of first language (L1) mediation in second language (L2) word associations and the L2 learner-related factors affecting the extent of L1 mediation with the following approaches. First, different from previous research, word association tests (WATs) embraced both receptive and productive word associations in the study. Second, different from word-related variables such as cognates vs. non-cognates in previous research, the study examined learner-related factors. Third, it examined whether the methodological difference (receptive vs. productive test formats) may affect the extent of L1 mediation in L2 access. A total of 108 Chinese English learners varying in proficiency, learning experiences, input and motivation participated in WATs using 24 stimulus words. The results suggested, (1) from the findings of descriptive statistics and ANOVAs, the evidence of L1 mediation was found in all three L2 proficiency groups with different extent of higher L1 mediation in lower proficiency groups. (2) From the findings of Pearson product-moment correlation coefficients, significant correlations were found with L1-promoting learning environments, L2 input, integrative motivation and the learners’ awareness of L1 activation. (3) The findings of the paired-samples t-tests confirmed a significant difference between the two test formats. Based on the findings, the study suggested the promotion of L2-rich learning environments, integrative motivation, and receptive and productive word associations in the L2 network.

Deciphering Antibody Responses to Orthonairoviruses in Ruminants

Antibody cross-reactivities between related viruses are common diagnostic challenges, resulting in reduced diagnostic specificities and sensitivities. In this study, antibody cross-reactions between neglected members of the genus Orthonairovirus—Hazara (HAZV), Dugbe (DUGV), and Nairobi sheep disease orthonairovirus (NSDV)—were investigated. Mono-specific ovine and bovine sera following experimental infections as well immunization trials with HAZV, DUGV, and NSDV were tested in homologous and heterologous virus-specific assays, namely indirect ELISAs based on recombinant N protein, indirect immunofluorescence assays (iIFA), and two neutralization test formats (plaque reduction neutralization test (PRNT) and micro-virus neutralization test (mVNT)). The highest specificities were achieved with the ELISAs, followed by the mVNT, iIFA, and PRNT. Cross-reactivities were mainly observed within the Nairobi sheep disease serogroup–but surprisingly, HAZV antibodies in PRNT did also neutralize NSDV and DUGV. In conclusion, we recommend ELISAs and mVNTs for a discriminative diagnostic approach to differentiate between these antibodies. NSDV antisera were also used in serological assays for the detection of antibodies against the human pathogen Crimean-Congo hemorrhagic fever orthonairovirus (CCHFV). Interestingly, all CCHFV ELISAs (In-house and commercial) achieved high diagnostic specificities, whereas significant cross-reactivities were observed in a CCHFV iIFA. Previously, similar results were obtained when analyzing the HAZV and DUGV antisera.

IMPLEMENTING INTEGRATED FORMAT IN ASSESSING READING COMPREHENSION: A CASE OF VIETNAMESE EFL LEARNERS

The present study evaluates the effect of test format on the performance of reading comprehension, which is the integrated format. Unlike the separation of text and test questions into two sections in the split format, the main modification of the integrated format is that the relevant text is integrated with test questions in each reading task. Through the comparison between learners’ performance in the two test formats, this study tests the hypothesis that the overall test performance and task performance in the integrated format are higher than performance in the split format. Drawn on score data of 20 Vietnamese EFL learners, findings from the study showed no effect of test format on the overall test performance and marginally significant effect of test format on task performance. A further analysis on relevant aspects of test design is to be discussed.

Using confidence intervals to determine adequate item sample sizes for vocabulary tests: An essential but overlooked practice

The last three decades have seen an increase of tests aimed at measuring an individual’s vocabulary level or size. The target words used in these tests are typically sampled from word frequency lists, which are in turn based on language corpora. Conventionally, test developers sample items from frequency bands of 1000 words; different tests employ different sampling ratios. Some have as few as 5 or 10 items representing the underlying population of words, whereas other tests feature a larger number of items, such as 24, 30, or 40. However, very rarely are the sampling size choices supported by clear empirical evidence. Here, using a bootstrapping approach, we illustrate the effect that a sample-size increase has on confidence intervals of individual learner vocabulary knowledge estimates, and on the inferences that can safely be made from test scores. We draw on a unique dataset consisting of adult L1 Japanese test takers’ performance on two English vocabulary test formats, each featuring 1000 words. Our analysis shows that there are few purposes and settings where as few as 5 to 10 sampled items from a 1000-word frequency band (1K) are sufficient. The use of 30 or more items per 1000-word frequency band and tests consisting of fewer bands is recommended.

VIETNAMESE EFL TEACHERS’ USE OF THE SET OF NEW ENGLISH TEXTBOOKS TIENG ANH 11 AS RESOURCES FOR ACHIEVEMENT TESTS

The paper reported on part of a study investigating Vietnamese upper secondary school EFL teachers’ use of the set of new English textbooks Tieng Anh 11 as resources for achievement tests. To carry out this research, both qualitative and quantitative approaches including questionnaires and interviews were used to collect the data from research participants at some upper secondary schools in Quang Tri Province, Vietnam. The findings of the study showed the teachers’ practices in using the set of new English textbooks Tieng Anh 11 for achievement tests. They reported adapting the exercises and activities, following the teaching procedures, and referring to the book maps in the set of new English textbooks Tieng Anh 11 to organize revision, design one-period tests and semester exams. Especially, using the accompanying workbooks to revise what students learned accounted for the highest rate. Besides, major challenges of the upper-secondary school teachers in using this set are also uncovered through the results. The teachers mostly have difficulties in finding the relevant materials matching the prescribed test formats as well as the required language competence in the set of new English textbooks Tieng Anh 11, lacking the test formats and scoring criteria associated with achievement tests. From the research findings, some implications were suggested for teachers’ flexibility in teaching and test preparation processes, and for improving the set of new English textbooks Tieng Anh 11. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

Measuring Hygiene Competence: A Vignette-Based Situational Judgement Test

Background: Since the onset of the Corona pandemic at the beginning of 2020, the extreme importance of hygiene has once again become very clear. In the medical context, it is not easy to find suitable test formats to assess the competencies involved in “working hygienically”. Pre-existing test formats usually use self-report questionnaires, which are suboptimal for this purpose. Methods: We designed a Situational Judgement Test (SJT) to assess hygiene competence. The SJT incorporates reliable measures and is a good predictor of job performance. The test consists of twenty pictures (items) presenting only one unambiguous hygiene lapse. Test respondents were asked (1) to note down whether they recognized a problem in the picture in respect of hygiene guidelines and (2), if yes, to describe the problem in a short verbal response. The sample comprised n = 149 health care professionals (79.1% female; age: M = 26.7 years, SD = 7.3 years) working as clinicians or nurses. The written responses were rated by two independent raters with high agreement (α > .80), indicating high reliability of the measurement. We then used Item Response Theory (IRT) for data analysis. Results: The reported IRT analyses show that the test is suitable to assess hygiene competence and that it is possible to distinguish between persons demonstrating different levels of ability for seventeen of the twenty items/pictures), expecially for the range of low to medium person abilities.Conclusions: The test in its present form can be used to assess the hygiene competence of medical students, medical doctors, nurses and trainee nurses in cross-sectional measurements. In order to broaden the difficulty spectrum of the current test, additional test items with higher difficulty should be developed. The Situational Judgement Test designed to assess hygiene competence can be helpful in testing and teaching the ability of working hygienically.

THE OPTIMAL NUMBER OF OPTIONS USED IN MULTIPLE-CHOICE TEST FORMAT FOR NATIONAL EXAMINATIONS IN INDONESIA

Purpose of the study: The present research purports to find out the most favourable number of options used in the Multiple Choice (MC) format for Senior High Schools in Indonesian National Examinations (UN) and suggest the testing division within the Indonesia ministry of education to consider the result of the study Methodology: Two English tests using MC questions with five options, consisting of 50 questions per test format, were used as the elicitation devices for this research. One of these English tests was rewritten to create four options by deleting the non-functioning distractors in each question. Both tests with different MC test formats were administered to 2 groups within two state Senior High Schools (SMA). The Classical Method and Rasch Analysis were utilized to compare item facility, item discrimination, distractor measure correlation, and reliabilities across the two MC test formats. To corroborate the findings of the study, questionnaires were randomly distributed to 120 SMA students and 15 SMA English teachers. Main Findings: The findings suggested that four options were more difficult than five options. There was significant change observed in Item Facility (p<0.05) and Item Discrimination across the two MC test formats. Based on the questionnaire data analysis, the four-option is the more optimal and preferable format to be used in the National Examinations. Applications of this study: Regarding the practicality issues like saving time and money for implementing the tests, minimizing the amount of time and effort needed for test-makers to create the tests, and also reducing the risk of providing implausible distractors for developing MC tests, this study concluded that the four-option MC format is more optimal to be used for Indonesian National Examinations in Senior High School. Novelty/Originality of this study: The testing division within the Indonesia Ministry of Education uses different numbers of MC options in Elementary, Junior High, and Senior High Schools examinations. The Ministry has predetermined three options for elementary schools, four options for junior high schools, and five options for senior high school students. The decision made the researchers of the present study eager to find out whether the use of MC format with reduced options in the UN SMA will produce the same results or maybe increase or reduce the efficiency, effectiveness, reliability, and practicality of the test administration. This is the first study to compare the number of choices in the MC test format used in Indonesian National Examinations.