Language Assessment Quarterly最新文献_第6页

Fostering Self-Regulated Young Writers: Dynamic Assessment of Metacognitive Competence in Secondary School EFL Class 培养自我调节的青年作家:中学英语课堂元认知能力的动态评估

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2022-08-24 DOI: 10.1080/15434303.2022.2103702

Yanhong Zhang, Jiao Xi

{"title":"Fostering Self-Regulated Young Writers: Dynamic Assessment of Metacognitive Competence in Secondary School EFL Class","authors":"Yanhong Zhang, Jiao Xi","doi":"10.1080/15434303.2022.2103702","DOIUrl":"https://doi.org/10.1080/15434303.2022.2103702","url":null,"abstract":"ABSTRACT Research into metacognition has found it to facilitate self-regulation and correlate to learners’ L2 writing level. Following Lee & Mak’s (2018) framework of Metacognitive Instruction (MI) for L2 writing classrooms, this study applies Dynamic Assessment (DA) to writing MI (MI-DA) in a rural middle school EFL class in China. A one-semester comparative experimental study was conducted in two parallel Grade Seven classes (32 learners in each, taught by the same teacher) following a 3-step procedure: a nondynamic pretest and posttest for both control class (CC) and experimental class (EC) and an intervention phase, with CC receiving a score on written assignments and teacher’s comments while EC was provided with MI-DA intervention during pre-writing, writing, and revision. Ratings of student independent writing as well as interview data indicate that MI improved significantly students’ writing performance and metacognitive competence, influencing their attitude toward and confidence with writing. These goals, typically beyond the focus of most conventional assessments, are realized in DA through its commitment to taking account of the results of past development and those abilities that are ripening (i.e., future development).","PeriodicalId":46873,"journal":{"name":"Language Assessment Quarterly","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42763580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Developing a Scenario-Based English Language Assessment in an Asian University 在亚洲大学开发基于情景的英语语言评估

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2022-08-08 DOI: 10.1080/15434303.2022.2073886

Antony Kunnan, Coral Yiwei Qin, Cecilia Guanfang Zhao

{"title":"Developing a Scenario-Based English Language Assessment in an Asian University","authors":"Antony Kunnan, Coral Yiwei Qin, Cecilia Guanfang Zhao","doi":"10.1080/15434303.2022.2073886","DOIUrl":"https://doi.org/10.1080/15434303.2022.2073886","url":null,"abstract":"ABSTRACT A new computer-assisted test of academic English for use at an Asian University was commissioned by administrators. The test was designed to serve both placement and diagnostic purposes. The authors and their team conceptualized, developed, and administered a scenario-based assessment with an online delivery with independent and integrated language skills tasks. The project provided many advantages: (1) the test would be locally developed by university faculty and students who would have a good understanding of the test takers and the needs of the university, (2) the test would use topics, texts, and materials and technology that are socially and culturally appropriate and sensitive to the local context, and (3) the sustainability of the test would be higher as it were cost-effective in the long run in comparison to purchasing and renewing a license for an international test. This article documents the key considerations and processes in the development of this new scenario-based test of academic English that was conceptualized and designed by faculty and students collaboratively. It also discusses the challenges involved in the implementation of such a test, including resistance from local assessment culture and high workload of language teachers.","PeriodicalId":46873,"journal":{"name":"Language Assessment Quarterly","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42455802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Looking Back and Forward: Language Assessment Insights from Constant Leung 回顾与展望:来自梁恒的语言评估见解

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2022-08-02 DOI: 10.1080/15434303.2022.2104722

Peter I. de Costa, C. Leung

引用次数: 0

Test Review: LanguageCert IESOL B1 (Achiever) SELT 考试回顾：LanguageCert IESOL B1（成就者）SELT

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2022-07-28 DOI: 10.1080/15434303.2022.2103420

William S. Pearson

{"title":"Test Review: LanguageCert IESOL B1 (Achiever) SELT","authors":"William S. Pearson","doi":"10.1080/15434303.2022.2103420","DOIUrl":"https://doi.org/10.1080/15434303.2022.2103420","url":null,"abstract":"ABSTRACT The present article reviews LanguageCert’s International English for Speakers of Other Languages (IESOL) Achiever Secure English Language Test (SELT). This high-stakes on-demand CEFR-linked exam has, since 2020, constituted Home Office-recognised evidence L2 English users can speak, write, and understand written and verbal English at B1 level. Passing the test facilitates enrolment onto a foundation or pre-sessional English course at a UK higher education institution, although some institutions set higher standards. As a neophyte SELT, there have been few descriptions and evaluations of the test beyond a range of sponsored studies. The current review indicated the Achiever test measures candidates’ general abilities to understand, interact, and produce tasks that mirror real life. However, a lack of ‘academicness’ and validity concerns in listening raise questions over its suitability for predicting readiness for tertiary study. The test offers the benefits of efficiency in registration and communicating results, remote proctoring and invigilation, and numerous sample materials in the public domain. The provision of an innovative re-sit option may prove favourable to candidates, although could encourage repeat test taking and attempts to pass by a narrow margin, rather than investments in language learning.","PeriodicalId":46873,"journal":{"name":"Language Assessment Quarterly","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42431282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating Fairness and Justice of External English Language Test Score Interpretation and Use for Japanese University Admission 评价日本大学对外英语考试成绩解释与使用的公平性与正义性

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2022-07-27 DOI: 10.1080/15434303.2022.2083965

H. Saito, Yasuyo Sawaki, Kiwamu Kasahara

引用次数: 0

Assessing Speaking in Context: Expanding the Construct and its Applications 语境中的口语评估：结构的拓展及其应用

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2022-07-03 DOI: 10.1080/15434303.2022.2095913

Nichola Glasson

引用次数: 7

Prof Liz Hamp-Lyons (1946–2022) 利兹·汉普-莱昂斯教授(1946-2022)

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2022-06-20 DOI: 10.1080/15434303.2022.2085573

E. Bruce, A. Green

引用次数: 0

An Investigation of the Impact of Jagged Profile on L2 Speaking Test Ratings: Evidence from Rating and Eye-tracking Data 锯齿形轮廓对二语口语测试评分影响的研究:来自评分和眼动数据的证据

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2022-06-12 DOI: 10.1080/15434303.2022.2078720

Wenyue Ma, Paula M. Winke

{"title":"An Investigation of the Impact of Jagged Profile on L2 Speaking Test Ratings: Evidence from Rating and Eye-tracking Data","authors":"Wenyue Ma, Paula M. Winke","doi":"10.1080/15434303.2022.2078720","DOIUrl":"https://doi.org/10.1080/15434303.2022.2078720","url":null,"abstract":"ABSTRACT The factors that influence rater scoring have been a subject of great interest to researchers in second language assessment. However, the research on the impact of test-takers’ speech profiles (e.g., a jagged or a flat profile reflecting analytic subscores) on raters’ scoring behaviors remains to be seen. To investigate the role of speech profiles in scoring, we collected analytic and holistic rating scores from 28 trained raters while they were marking the performances of three groups of speakers with distinct profiles, determined by prior ratings. We tracked eleven of the raters’ eye-movements to record how often and how long they looked at the various categories on the rating scales. We found that the raters perceived speakers who have better pronunciation as overall more competent speakers. Meanwhile, speakers’ score profiles influenced raters’ attention: raters fixated longer and more often, and made more eye-visits, to the lexical grammar category while assessing speakers with a jagged profile. Raters spent less time assessing the pronunciation of the speakers who were pre-identified as having better pronunciation. The findings shed light on the impact of speech characteristics on raters’ cognition and score assignments and therefore have important implications for rater training in L2 speaking assessments.","PeriodicalId":46873,"journal":{"name":"Language Assessment Quarterly","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45956640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The Fluctuating Effect of Thinking on Language Performance: New Evidence for the Island Ridge Curve 思维对语言表现的波动效应：岛脊曲线的新证据

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2022-06-12 DOI: 10.1080/15434303.2022.2080553

Yuyang Cai, Huilin Chen

引用次数: 4

Investigating the Effects of Task Type and Linguistic Background on Accuracy in Automated Speech Recognition Systems: Implications for Use in Language Assessment of Young Learners 研究任务类型和语言背景对自动语音识别系统准确性的影响：对年轻学习者语言评估的启示

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2022-03-27 DOI: 10.1080/15434303.2022.2038172

L. Hannah, H. Kim, E. Jang

引用次数: 2