Grammar and vocabulary testing scores in L2 reading

In language testing bibliography, it has been suggested that L2 grammar and vocabulary scores strongly and positively correlate with L2 reading comprehension. Jeon and Yamashita (2014), conducting a large-scale meta-analysis study, found strong correlations among these two variables: r=.85 for grammar and r=.79 for vocabulary in different tasks. Following this paradigm, the current study examines this relationship (performance on reading skills and language use – grammar and vocabulary) integrated into a single testlet/paper. The hypothesis is tested by examining scores in reading skills and language use (in which grammar an..d vocabulary items are included) extracted from a large authentic sample in Greece with Italian as the target language. Further, any correlation between the acquisition or learning of these sub-skills is assessed. It was found that the two variables do indeed correlate statistically, although the strength of the correlation is not very high. In that respect, this work confirms findings of earlier studies reported in the literature review. This analysis results in several hypotheses which relate to the possible interpretations of the results. This study wishes to contribute to the discussion by adding results from a Greek context using Italian as the target L2.

The effects of dynamic assessment and gender on EFL learners' oral narrative task performance

The present study is an endeavor to explore the potential of dynamic assessment (DA) as a way of scaffolding English as a foreign language (EFL) learners’ oral production. Although the literature on dynamic assessment is rich with studies focused on language components and skills such as vocabulary, reading, and writing, very few studies have attempted to examine the role of dynamic assessment in fostering real-time oral production. It is assumed that assessment of learners’ oral production need not focus solely on evaluation; rather, learners need to determine their weaknesses and try to compensate for them with the help of a more knowledgeable peer. Therefore, the present study also focused on evaluating the role of DA in Iranian EFL learners’ oral narrative task performances in the classroom. Furthermore, an attempt was made to explore the role of gender in the production of mediated narratives. For this purpose, a total of 60 students from two private universities were assigned to two intact classes: One class served as the experimental group, which was exposed to teachers’ mediation in learners’ narrative productions, and the other group functioned as the control group and received no such mediation for their oral narrative language production. The overall speech quality of learners’ production from each narrative over the treatment period provided the required data. The results were analyzed through independent samples t-tests, which revealed significant effects of both group and gender differences. The experimental learners, as expected, were able to progress and cultivate their oral production abilities after having been exposed to DA. Regarding gender, male participants were more successful in terms of enhanced second language oral production. The study has significant implications for the integration of DA into learners’ oral production, suggesting that EFL narrative production is a skill that is highly anxiety-provoking for learners.

An examination of the washback effect on Iranian EFL learners’ reading comprehension: Any implications for text difficulty in the classroom?

In order to better understand the mechanisms of washback, the present study aimed to explore the washback effect of the entrance examination in Iran on language learners’ achievement in reading comprehension. The purpose of this study was also to examine ways in which the washback effect could modulate the selection of reading texts in the classroom, their difficulty level, and their effectiveness from the perspective of test takers. A total of 48 state and private university students studying English language teaching (ELT) at the MA level took part in this study. Participants were asked to provide answers to a researcher-developed questionnaire as well as to open-ended questions. The results of data analysis revealed that the entrance exam had a positive washback on learners’ reading comprehension in a number of ways. Furthermore, it was found that textbooks with a moderate level of difficulty were perceived as more effective by test takers. Implications for policymakers and suggestions for further research are presented.