International Journal of Research in English Education最新文献

Development and Validation of a Training-Embedded Speaking Assessment Rating Scale: A Multifaceted Rasch Analysis in Speaking Assessment 训练嵌入式口语评估量表的开发与验证:口语评估的多方位Rasch分析

International Journal of Research in English Education Pub Date : 2022-09-01 DOI: 10.52547/ijree.7.3.32

Houman Bijani, Bahareh Hashempour, Salim Said Bani Orabah

{"title":"Development and Validation of a Training-Embedded Speaking Assessment Rating Scale: A Multifaceted Rasch Analysis in Speaking Assessment","authors":"Houman Bijani, Bahareh Hashempour, Salim Said Bani Orabah","doi":"10.52547/ijree.7.3.32","DOIUrl":"https://doi.org/10.52547/ijree.7.3.32","url":null,"abstract":"Performance testing including the use of rating scales has become widespread in the evaluation of second/foreign oral language assessment. However, no study has used Multifaceted Rasch Measurement (MFRM) including the facets of test takers’ ability, raters’ severity, group expertise, and scale category, in one study. 20 EFL teachers scored the speaking performance of 200 test-takers prior and subsequent to a rater training program using an analytic rating scale consisting of fluency, grammar, vocabulary, intelligibility, cohesion, and comprehension categories. The outcome demonstrated that the categories were at different levels of difficulty even after the training program. However, this outcome by no means indicated the uselessness of the training program since data analysis reflected the constructive influence of training in providing enough consistency in raters’ rating of each category of the rating scale at the post-training phase. Such an outcome indicated that raters could discriminate the various categories of the rating scale. The outcomes also indicated that MFRM can result in enhancement in rater training and functionality validation of the rating scale descriptors. The training helped raters use the descriptors of the rating scale more efficiently of its various band descriptors resulting in a reduced halo effect. The findings conveyed that stakeholders had better establish training programs to assist raters in better use of the rating scale categories of various levels of difficulty in an appropriate way. Further research could be done to make a comparative analysis between the outcome of this study and the one using a holistic rating scale in oral assessment.","PeriodicalId":438169,"journal":{"name":"International Journal of Research in English Education","volume":"23 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114130784","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

The Viability of Video Conferencing Applications in an Online Classroom through the Lens of Technology Acceptance Model 基于技术接受模型的在线课堂视频会议应用可行性研究

International Journal of Research in English Education Pub Date : 2022-09-01 DOI: 10.52547/ijree.7.3.1

Ramir Brian H. Monterde, Deo Benidicte E. Ramos, Kient Joy A. Francisco, Rex A. Lim

引用次数: 0

Assessing the Status of Phonemic and Auditory Symptoms, and Examining the Effects of Dyslexic Phonemic R3 Approach on Reading Development of Indian Children with Dyslexia 音位和听觉症状的评估及音位R3方法对印度阅读障碍儿童阅读发展的影响

International Journal of Research in English Education Pub Date : 2022-09-01 DOI: 10.52547/ijree.7.3.58

Ananta Kumar Jena

引用次数: 0

Experiencing Virtual Online Classes during the Pandemic: Foregrounding Iranian EFL Teachers’ and Learners’ Voices 在疫情期间体验虚拟在线课程:伊朗英语教师和学习者的声音

International Journal of Research in English Education Pub Date : 2022-09-01 DOI: 10.52547/ijree.7.3.46

Saeed Safdari

引用次数: 1

Intervention in EFL Learners’ Reading Comprehension, Motivation, and Anxiety: A Team-Based Multi-Strategy Instruction 英语学习者阅读理解、动机和焦虑的干预:基于团队的多策略教学

International Journal of Research in English Education Pub Date : 2022-09-01 DOI: 10.52547/ijree.7.3.16

Bita Moradi

引用次数: 0

Improving the Fluency of the Iranian EFL Learners’ Oral Performance through Task Variation 通过任务变异提高伊朗英语学习者口语表达的流畅性

International Journal of Research in English Education Pub Date : 2022-09-01 DOI: 10.52547/ijree.7.3.76

Shokoufeh Abbasi Dogolsara, Saeideh Ahangari, Z. Seifoori

引用次数: 0

A Comparative Study of Effects of Computer-Assisted Language Learning (CALL) and Conventional Methods of Instruction on Intermediate EFL Learners’ Vocabulary Learning 计算机辅助语言学习与传统教学方法对中级英语学习者词汇学习效果的比较研究

International Journal of Research in English Education Pub Date : 2022-09-01 DOI: 10.52547/ijree.7.3.94

Gholamreza Delavari Khalifehkari, Abbas Pourhosein Gilakjani

引用次数: 0

Collaborative Writing in EFL Classrooms through Edmodo: Writing Accuracy in Focus 基于Edmodo的英语课堂协作写作:写作准确性的焦点

International Journal of Research in English Education Pub Date : 2022-06-01 DOI: 10.52547/ijree.7.2.119

Azizeh Chalak, Mahzad Karimi

引用次数: 0

Using Indigenous Folktales as EFL Materials to Increase the Foreign Language Enjoyment and Learning Motivation of Indigenous Taiwanese Students 利用原住民民间故事作为外语教材，提高台湾原住民学生的外语学习乐趣与学习动机

International Journal of Research in English Education Pub Date : 2022-06-01 DOI: 10.52547/ijree.7.2.50

Charlie Taylor

引用次数: 0

Online Reformulation and Collaborative Feedback: Its Effect on EFL Learners’ Writing Performance during the COVID-19Pandemic 新冠肺炎疫情期间在线重构与协作反馈对英语学习者写作表现的影响

International Journal of Research in English Education Pub Date : 2022-06-01 DOI: 10.52547/ijree.7.2.101

Maedeh Davari

{"title":"Online Reformulation and Collaborative Feedback: Its Effect on EFL Learners’ Writing Performance during the COVID-19\u0000Pandemic","authors":"Maedeh Davari","doi":"10.52547/ijree.7.2.101","DOIUrl":"https://doi.org/10.52547/ijree.7.2.101","url":null,"abstract":"The present study examined the effect of the online reformulation and collaborative feedback on Iranian learners’ writing in an English as a foreign language (EFL) context. To this end, three female intact classes (N = 55) at the upper-intermediate level were selected. Two of these classes were thence randomly selected as the experimental groups (1 & 2) and the other one as the control group. Experimental group 1 was provided with online writing feedback in the form of reformulation. Experimental group 2 received online feedback through reformulation followed by general online sessions with the participants for extra individual guidance, i.e., online collaborative feedback in the form of post-writing conferences. The control group experienced the same amount of online writing instruction. They were, however, provided feedback conventionally without reformulation tasks and collaborative feedback. To measure writing proficiency, IELTS task 2 was administered as the pre-treatment and the post-treatment test. One-way ANOVA and Post-hoc Tukey Test were used to compare the mean score of the composition tests between groups. The significant effect of online reformulation and collaborative feedback on writing was confirmed. This study has pedagogical implications for EFL English teachers and stakeholders in providing feedback on EFL learners’ writings.","PeriodicalId":438169,"journal":{"name":"International Journal of Research in English Education","volume":"1 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":"115781568","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