scholarly journals Developing an Innovative Elicited Imitation Task for Efficient English Proficiency Assessment

2021 ◽  
Author(s):  
Larry Davis ◽  
John Norris
Keyword(s):  
English Proficiency ◽  
Elicited Imitation ◽  
Proficiency Assessment

scholarly journals The Feasibility and Effectiveness of Integrating Content Knowledge and English Competences for Assessing English Proficiency in CLIL

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Ima Isnaini Taufiqur Rohmah
Keyword(s):  
Content Knowledge ◽  
Primary Schools ◽  
Qualitative Data ◽  
English Proficiency ◽  
Great Influence ◽  
Structured Interview ◽  
Post Test ◽  
Proficiency Assessment ◽  
English Competence ◽  
Interview Questionnaire

Researching Content and Language Integrated learning (CLIL) is unique since the focus is not only in English as instructional language but we have to consider the content as another side of the coin. Both aspects must be balance. This study aimed exploring the integration of content knowledge and English competence in English proficiency assessment and also the effectiveness of the integration to measure students’ English proficiency. This study used Combined study (Creswell, 2012). The participants of this study were 3 primary schools under the name of International Class Program in East java Indonesia. The data were gathered through semi-structured interview, questionnaire and test, i.e. pre-and-post-test. The qualitative data were analyzed descriptively; and the quantitative data were analyzed by using paired sample t-test formula. The results revealed that integrating content knowledge and English competences in assessing English proficiency is feasible and applicable. Furthermore, it has been statistically proven that it is effective integrating content knowledge and English competences in assessing CLIL by indicated the raise of students’ English proficiency. This study implies that integrating both aspects in CLIL has great influence in students’ English assessment and this should be taken into account by the related parties.

Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing

2021 ◽  
pp. 074108832098636
Author(s):  
Claire W. Jo
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Academic Language ◽  
English Proficiency ◽  
Language Skills ◽  
Academic English ◽  
Essay Writing ◽  
Wide Range ◽  
Proficiency Assessment ◽  
Essay Quality

Language learning is context-dependent and requires learners to employ different sets of language skills to fulfill various tasks. Yet standardized English as a foreign language assessments tend to conceptualize English proficiency as a unidimensional construct. In order to distinguish English proficiency as separate context-driven constructs, I adopted a register-based approach to investigate academic English proficiency (i.e., specific set of language skills that support academic literacy) and general English proficiency (i.e., wide range of language skills undifferentiated by context that are measured by traditional assessments) as separate predictors of overall essay quality. In the study, students completed a general English proficiency assessment and an academic language proficiency assessment, and essays were coded for academic writing features at the lexical, syntactic, and discourse levels. Beyond the contribution of academic writing features and general English proficiency, academic English proficiency emerged as a significant contributor to essay quality. Findings suggest that academic English proficiency scores more precisely identified a subset of academic language skills that is relevant to essay writing. The article concludes by discussing implications for strategic writing instruction that articulates the key expectations of academic writing used in and beyond school contexts.

scholarly journals Using elicited imitation to measure global oral proficiency in SLA research. A close replication study

2020 ◽  
Author(s):  
Kevin McManus ◽  
Yingying Liu
Keyword(s):  
Original Study ◽  
Group Differences ◽  
High Level Language ◽  
Elicited Imitation ◽  
Language Abilities ◽  
Low Level ◽  
Fourth Level ◽  
L2 Learners ◽  
Proficiency Assessment ◽  
High Level

We closely replicated Wu and Ortega (2013), who found that an elicited imitation test (EIT) reliably distinguished low-level from high-level language abilities among instructed L2 learners of Mandarin Chinese. The original study sampled learners (i) from second-level courses to represent low-level language abilities and (ii) from third-, fourth- and graduate level courses to represent high-level language abilities. Results showed that high-level learners outperformed low-level learners on the Mandarin EIT. Our close replication used Wu and Ortega’s (2013) materials and procedures in order to understand (i) the extent to which this EIT can additionally distinguish between finer-grained language abilities and (ii) the ways in which the broad grouping of language abilities in the high group may have contributed to the findings. Sixty-five instructed L2 learners from four instructional levels were assigned to one of three groups: Beginner (first-level courses), Low (second-level courses), High (third- and fourth-level courses). Consistent with the original study, our results showed clear between-group differences, indicating that the EIT can distinguish between both broad (beginner vs high) and finer-grained (beginner vs low, low vs high) language abilities. These results are discussed in light of the original study’s findings with implications for proficiency assessment in SLA research.

The Elicited Language Analysis Procedure

1982 ◽  
Vol 13 (1) ◽  
pp. 37-41
Author(s):  
Larry J. Mattes
Keyword(s):  
Diagnostic Tool ◽  
Descriptive Analysis ◽  
Quality Measures ◽  
Analysis Procedure ◽  
Elicited Imitation ◽  
Response Quality ◽  
Semantic Relationships ◽  
Language Analysis

Elicited imitation tasks are frequently used as a diagnostic tool in evaluating children with communication handicaps. This article presents a scoring procedure that can be used to obtain an in-depth descriptive analysis of responses produced on elicited imitation tasks. The Elicited Language Analysis Procedure makes it possible to systematically evaluate responses in terms of both their syntactic and semantic relationships to the stimulus sentences presented by the examiner. Response quality measures are also included in the analysis procedure.

Serving Children With Limited English Proficiency in the Schools

1994 ◽  
Vol 25 (3) ◽  
pp. 156-164 ◽  
Author(s):  
Celeste A. Roseberry-McKibbin ◽  
Glenn E. Eicholtz
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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