Language Teaching Research Quarterly最新文献_第8页

An Interview with Glenn Fulcher: Looking Back and Moving Forward 专访格伦·富尔彻:回顾与前进

Language Teaching Research Quarterly Pub Date : 2022-07-01 DOI: 10.32038/ltrq.2022.29.02

L. McCallum, C. Coombe

引用次数: 0

Glenn Fulcher’s Thirty-Five Years of Contribution to Language Testing and Assessment: A Systematic Review 格伦·富尔彻《35年来对语言测试和评估的贡献:系统回顾》

Language Teaching Research Quarterly Pub Date : 2022-07-01 DOI: 10.32038/ltrq.2022.29.03

G. Fulcher, A. Panahi, H. Mohebbi

引用次数: 2

Still Deluded by Artifices? The Role of the Common European Framework of Reference in Facilitating Test Score Interpretation 还被诡计迷惑吗?欧洲共同参考框架在促进考试成绩解释方面的作用

Language Teaching Research Quarterly Pub Date : 2022-07-01 DOI: 10.32038/ltrq.2022.29.04

S. Papageorgiou

引用次数: 0

The Comparative Effect of Recasts and Prompts on EFL Learners’ Vowel and Consonant Accuracy 重读和提示对英语学习者元音和辅音准确性的影响比较

Language Teaching Research Quarterly Pub Date : 2022-07-01 DOI: 10.32038/ltrq.2022.28.02

Saeid Ghalehbani, S. Kolahi

{"title":"The Comparative Effect of Recasts and Prompts on EFL Learners’ Vowel and Consonant Accuracy","authors":"Saeid Ghalehbani, S. Kolahi","doi":"10.32038/ltrq.2022.28.02","DOIUrl":"https://doi.org/10.32038/ltrq.2022.28.02","url":null,"abstract":"This study examined the comparative effect of recasts and prompts on EFL learners’ pronunciation accuracy of consonants and vowels. Eighty-nine elementary EFL learners were selected among 117 through their performance on a piloted sample KET and were randomly assigned into two experimental groups (recast, prompt), and a control group. A piloted researcher-made pronunciation pre-treatment test was administered to the three groups to measure their pronunciation accuracy before the treatment. The three groups underwent the same amount of teaching time and received the same material. The participants in the recast group received recast and those in the prompt group received prompt. However, the participants in the control group received no specific type of corrective feedback. At the end of the treatment, the participants took a pronunciation post-test parallel with the pre-treatment test. An Analysis of Covariance (ANCOVA) was run. The results indicated that both recast and prompt had a significantly positive effect on EFL learners’ pronunciation accuracy of consonants and vowels. Moreover, the results showed that there was no significant difference between the effect of recast and prompt on EFL learners’ pronunciation accuracy of consonants and vowels.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134202303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Performance-based Speaking Tests: Possibilities in Local Language Testing 基于表现的口语测试:本地语言测试的可能性

Language Teaching Research Quarterly Pub Date : 2022-06-01 DOI: 10.32038/ltrq.2022.29.08

Slobodanka Dimova

引用次数: 0

Cheating on Testing: Cramming on Test Preparation 考试作弊:死记硬背备考

Language Teaching Research Quarterly Pub Date : 2022-06-01 DOI: 10.32038/ltrq.2022.29.09

Nahee Kim

{"title":"Cheating on Testing: Cramming on Test Preparation","authors":"Nahee Kim","doi":"10.32038/ltrq.2022.29.09","DOIUrl":"https://doi.org/10.32038/ltrq.2022.29.09","url":null,"abstract":"Professor Glenn Fulcher’s research has influenced language testing and assessment in two ways: in proposing a new understanding of data-driven speaking test design, and in drawing attention to the core identity of language testers. The former has had a powerful impact on practical speaking testing and assessment. The latter has asked a very essential question of what language testers do, exploring philosophical, historical, and social ideas from a pragmatic view of language testing and assessment. In particular, Fulcher (2015)’s chapters on meritocracy and values in language tests explain why we have been using tests throughout history to discern vital roles of language tests and yet why people attempt to cheat on them, in relation to ‘three Ms’ ideas including meritocracy, material success, and motivation. Within this view, this paper aims to review TOEFL cramming practices on test preparation, using Fulcher (2015)’s notion of cheating. Korean test takers study TOEFL cramming skills at test preparation companies to acquire admission to schools, called Hagwons in Korean. However, there is little research regarding cramming practices in terms of cheating. Collected data from my doctoral study (Kim, 2016) were reviewed. It was found that cramming skills as a form of cheating were explicitly taught in class, including use of actual test questions, memorisation of sample answers, and the use of a testing environment. The study revealed reasons to lead the cramming skills: (1) practical benefits of test scores, (2) speaking and writing sections and (3) investments of test preparation. The implications of the study are to raise awareness of the importance of links between cheating and cramming in the field of language testing and teaching.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133477005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cognitive Diagnostic Assessment of IELTS Listening: Providing Feedback from its Internal Structure 雅思听力的认知诊断评估:从其内部结构提供反馈

Language Teaching Research Quarterly Pub Date : 2022-06-01 DOI: 10.32038/ltrq.2022.29.10

A. Panahi, H. Mohebbi

{"title":"Cognitive Diagnostic Assessment of IELTS Listening: Providing Feedback from its Internal Structure","authors":"A. Panahi, H. Mohebbi","doi":"10.32038/ltrq.2022.29.10","DOIUrl":"https://doi.org/10.32038/ltrq.2022.29.10","url":null,"abstract":"High stakes testing, such as IELTS, is designed to select individuals for decision-making purposes (Fulcher, 2013b). Hence, there is a slow-growing stream of research investigating the subskills of IELTS listening and, in feedback terms, its effects on individuals and educational programs. Here, cognitive diagnostic assessment (CDA) performs it through breaking down the abstract listening concepts into fine-grained subcomponents, and applying it to in-class assessment and teaching. Therefore, the strengths and weaknesses of language learners concerning various subsections of the IELTS listening test were explored with use of three CDMs, i.e., DINA, DINO and mixed DINA-DINO. As a result, the analysis of the participants’(N=463) performances revealed that the mixed-DINA-DINO model using the original Q-matrix was the most effective model. On the other hand, all three models indicated that gap-filling was cognitively less demanding than the other subsections. However, they did not show any agreement on multiple-choice sub-competency. Accordingly, it can be argued that the CDM-driven diagnostic information related to the sub-sections of the IELTS listening test can be used in educational systems to explore the underlying structure of a test and detect the learners’ potential strengths and weaknesses with mastery and non-mastery of the intended items.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115530544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

EFL Teachers’ Assessment Literacy: A Contextualized Measure of Assessment Theories and Skills 英语教师评价素养:评价理论与技能的语境化测度

Language Teaching Research Quarterly Pub Date : 2022-06-01 DOI: 10.32038/ltrq.2022.29.07

Ebrahim Mohammadkhah, G. Kiany, Z. Tajeddin, Parvaneh ShayesteFar

{"title":"EFL Teachers’ Assessment Literacy: A Contextualized Measure of Assessment Theories and Skills","authors":"Ebrahim Mohammadkhah, G. Kiany, Z. Tajeddin, Parvaneh ShayesteFar","doi":"10.32038/ltrq.2022.29.07","DOIUrl":"https://doi.org/10.32038/ltrq.2022.29.07","url":null,"abstract":"Teachers from different sectors of education have always been involved in the process of assessing learners’ academic performance. In the language teaching discipline, this has highlighted the significance of language assessment literacy (LAL), reflecting its significance to language teachers across various settings. In the wake of recent theoretical bourgeoning, development of a contextualized framework that proves helpful in conceptualization and measurement of English as a foreign language (EFL) teachers’ LAL is required. To this aim, the present study gained insights from Fulcher’s (2012) LAL framework into validation and examination of a LAL scale that could be considered for its applicability and usefulness as a LAL measure and help EFL teachers self-evaluate their LAL levels (in particular, their LAL theoretical and practical components). For this purpose, a mixed-methods approach was used to synthesize interview data from six national and international experts with questionnaire data obtained from Iranian EFL teachers (N=173) to gauge their assessment theories and skills and bear evidence in support of the reliability, validity and utilization of the measure put forth. The study rounds out with the significance of teachers’ LAL in teachers’ pedagogy, with finally presenting theoretical and practical implications of the obtained evidence for educational research and practices.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129326369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Investigating the Strategies and Problems of Iranian EFL Learners While Writing Summaries in Academic Contexts 伊朗英语学习者在学术语境中撰写摘要的策略与问题研究

Language Teaching Research Quarterly Pub Date : 2022-06-01 DOI: 10.32038/ltrq.2022.28.01

Omid Mallahi

{"title":"Investigating the Strategies and Problems of Iranian EFL Learners While Writing Summaries in Academic Contexts","authors":"Omid Mallahi","doi":"10.32038/ltrq.2022.28.01","DOIUrl":"https://doi.org/10.32038/ltrq.2022.28.01","url":null,"abstract":"The present study intended to investigate the summary writing strategy use and writing quality of 57 Iranian EFL learners in an academic setting. As for collecting the required data, the students (1) completed an expository essay (as a measure of their writing competence), (2) summarized the literature review section of a research paper (as a measure of summary writing quality), and (3) responded to the items of a summary writing strategy questionnaire (exploring the extent of planning, discourse synthesis, source use, and evaluation strategy use). The results of this study indicated that the participants produced better texts in terms of content compared to the form (cohesion and coherence) and language use. In producing their texts, they made the most use of evaluation strategies in comparison to the other summary writing strategies. There was also a moderate relationship between writing competence, summary writing quality, and strategy use. Moreover, MANOVA results revealed significant differences among high-skilled, moderately-skilled, and low-skilled student writers in summary writing quality and strategy use. Subsequently, the main problems encountered by these students while summarizing the passages were identified by soliciting their own views and analyzing the content of the texts they produced. Finally, it was suggested that in order to improve the quality of students' summary writing, writing courses must be complemented with explicit instruction of the conventions governing this academic genre, teach the summarization strategies through adequate modeling and scaffolding and give the students opportunities to practice and use the strategies while working on real pedagogical tasks.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125388491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Exploring the Idea of “Assessment with Learners” in Discussing Language Assessment Literacy 探讨语言评价素养中的“与学习者一起评价”理念

Language Teaching Research Quarterly Pub Date : 2022-06-01 DOI: 10.32038/ltrq.2022.29.06

Yuko Goto Butler

引用次数: 1