scholarly journals Indicators of Achievement in EFL Classes at a Taiwanese University

2012 ◽  
Vol 2012 ◽  
pp. 1-8
Author(s):  
Brent Allan Kelsen ◽  
Hsin-yi Liang
Keyword(s):  
Test Performance ◽  
English Language ◽  
First Language ◽  
Explanatory Power ◽  
Student Assessment ◽  
Language Ability ◽  
Stepwise Multiple Regression ◽  
Future Research ◽  
Final Exam ◽  
Dependent Variables

Understanding the factors that contribute to student success is crucial for educators. This study estimated the indicators of success in the context of student achievement in university EFL courses in Taiwan. Data was collected from two classes of sophomore students and various student assessment aspects served as dependent variables: overall final grade, final exam score, oral test performance, and scores received on the listening, reading, and writing sections of the final exam. Explanatory variables included: years of English study, gender, part-time work, total hours studying English, participation in English-taught program, English language aptitude, first language ability, intrinsic motivation, extrinsic motivation, language anxiety, attendance, reading English for pleasure, and socioeconomic status. Pearson product-moment correlations were calculated and stepwise multiple regression analyses identified selections of variables that explained the dependent variables. Multiple regressions using the selected variables suggested that hours spent studying English, participation in the English taught program, first language ability, attendance and reading for pleasure were the most significant indicators of achievement. All models provided statistically significant moderate to strong explanatory power. Finally, this paper offers pedagogical considerations based on the results, as well as suggestions for future research.

scholarly journals Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

2019 ◽  
Author(s):  
Abdulelah Alkhateeb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Future Research ◽  
Dynamic Relationship ◽  
Arabic And English ◽  
L1 And L2

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.

scholarly journals Language Testing in China: Past and Future

2019 ◽  
Vol 12 (12) ◽  
pp. 67
Author(s):  
Xuelian Li
Keyword(s):  
English Language ◽  
Performance Test ◽  
Classroom Assessment ◽  
Language Testing ◽  
Language Ability ◽  
Future Research ◽  
Research Topics ◽  
Mainland Chinese ◽  
English Language Ability ◽  
Future Research Directions

Based on the articles written by mainland Chinese scholars published in the most influential Chinese and international journals, the present article analyzed the language testing research, compared the tendencies of seven categories between 2000-2009 and 2010-2019, and put forward future research directions by referring to international hot topics. Of all the seven categories of research topics, validity, performance test and China’s Standards of English Language Ability were three most popular themes, while classroom assessment, technology, rater/test taker differences and professionalization were much less popular. Except for research on performance test and technology, the other five aspects showed an increase in the second decade, with that of China’s Standards of English Language Ability rising the most dramatically. Referring to international research trends, the research predicted that validity, classroom assessment, China’s Standards of English Language Ability and professionalization, especially the ethics and social justice, might be the promising research topics for language testers.

scholarly journals Using the L1 in the L2 classroom: The students speak

2012 ◽  
Vol 36 (4) ◽  
pp. 41 ◽  
Author(s):  
Eleanor Carson ◽  
Hidenori Kashihara
Keyword(s):  
English Language ◽  
First Language ◽  
International Communication ◽  
Future Research ◽  
International Studies ◽  
Japanese University ◽  
Proficiency Levels ◽  
English Class ◽  
Language Courses ◽  
Research Questions

The goal of this study was to elucidate how students’ preferences regarding their first language use (L1, or Japanese) in the second language (L2, or English) class varied with proficiency. Participants were 305 first- and second-year students in English-language courses in International Studies and Information Technology departments in a Japanese university. Research questions: 1) Did desires for L1 support vary with proficiency (“Proficiency Effect”); did proficiency levels influence when L1 support was 2) desirable; and 3) undesirable? Participants selected yes/no or multiple choice answers in an anonymous questionnaire. Agreement percentages, classified by participants’ scores on the Test of English for International Communication (TOEIC) into five proficiency levels, were analysed using Excel. Results revealed two Proficiency Effect patterns, influencing when L1 support was most and least desired in varying classroom situations. Participants preferred more instructive than affective L1 support. Recommendations for educators and future research were suggested. 本論の目的は、第2言語（L2または英語）授業における第1言語（L1または日本語）使用に関して、学生のL2習熟度に応じて、学生の希望がどのように変化するかを把握することにある。本研究は、日本の大学で国際学部および情報科学部に在籍する、1・2年生305名を被験者として行った。リサーチ・クエスチョンは、以下の通りである:(1)L1サポートに対する希望の強さは、学生の習熟度に応じて変化するのか(「習熟度効果」の有無)、(2)・(3) 学生の習熟度レベルは、どういった状況でL1サポートが望ましいのか、または望ましくないのかを左右するのか。前述の学生は、無記名方式のアンケートにおいて、「はい/いいえ」を選択、または多岐選択方式で回答した。質問に同意した学生の割合を、学生のTOEICスコアに応じて5段階の習熟度に振分け、Excelを用いて分析した。調査結果は、2通りの習熟度効果の存在を示唆した。これらの効果は、英語授業における様々な状況で、L1サポートが最大限および最小限に必要とされるか否かに影響を及ぼしていた。情意のL1サポートと教室内の指示に関するL1サポートを比べた場合、本論の被験者は後者に関してより多くのL1サポートを希望していた。英語教育者向けにいくつかの提言を行い、今後の研究計画についても言及した。

Lost in Translation : Linguistic Hurdles Facing Students of Color Pursuing International Education

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Z.W. Taylor ◽  
Keyword(s):  
International Education ◽  
International Student ◽  
English Language ◽  
Language Translation ◽  
First Language ◽  
Reading Level ◽  
Future Research ◽  
Grade Reading Level ◽  
Language Content ◽  
The U.S

As our world becomes increasingly globalized in social, economic, and political contexts, U.S. students choose to study abroad to develop their international communication skills, cross-cultural competencies, and second or third languages (NAFSA, 2017). However, an under-researched element of the international education enrollment process is how readable and translated international admissions instructions are, especially for language-minority students whose first language is not English, comprising over 92 million people living in the U.S. (Dillinger, 2017). Examining the international student websites of the top 100 Quacquarelli Symonds World Universities outside of the U.S., this study finds average international application instructions are written above the 15th-grade reading level, with 99% of institutions providing English-language content and only 5% providing Spanish-language content, even though 40 million people living in U.S. speak Spanish as a first-language. Furthermore, only 1% of international websites provide web-embedded language translation technologies. These findings suggest a globalized linguistic English-centrism that may hinder students from minoritized U.S. language populations attempting to pursue an international degree. Implications for policymakers, practitioners, and future research are addressed.

scholarly journals Testing audiovisual comprehension tasks with questions embedded in videos as subtitles: a pilot multimethod study

2017 ◽  
Vol 25 (1) ◽  
pp. 36
Author(s):  
Juan Carlos Casañ Núñez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Performance ◽  
Performance Test ◽  
Future Research ◽  
Control Group ◽  
Final Exam ◽  
Probabilistic Sampling ◽  
Embedded Questions ◽  
Comprehension Test

<p>Listening, watching, reading and writing simultaneously in a foreign language is very complex. This paper is part of wider research which explores the use of audiovisual comprehension questions imprinted in the video image in the form of subtitles and synchronized with the relevant fragments for the purpose of language learning and testing. Compared to viewings where the comprehension activity is available only on paper, this innovative methodology may provide some benefits. Among them, it could reduce the conflict in visual attention between watching the video and completing the task, by spatially and temporally approximating the questions and the relevant fragments. The technique is seen as especially beneficial for students with a low proficiency language level.</p><p>The main objectives of this study were to investigate if embedded questions had an impact on SFL students’ audiovisual comprehension test performance and to find out what examinees thought about them. A multimethod design (Morse, 2003) involving the sequential collection of three quantitative datasets was employed. A total of 41 learners of Spanish as a foreign language (SFL) participated in the study (22 in the control group and 19 in the experimental one). Informants were selected by non-probabilistic sampling. The results showed that imprinted questions did not have any effect on test performance. Test-takers’ attitudes towards this methodology were positive. Globally, students in the experimental group agreed that the embedded questions helped them to complete the tasks. Furthermore, most of them were in favour of having the questions imprinted in the video in the audiovisual comprehension test of the final exam. These opinions are in line with those obtained in previous studies that looked into experts’, SFL students’ and SFL teachers’ views about this methodology (Casañ Núñez, 2015a, 2016a, in press-b). On the whole, these studies suggest that this technique has potential benefits for FL learning and testing. Finally, the limitations of the study are discussed and some directions for future research are proposed.</p>

scholarly journals The Influence of Test Preparation Programs on IELTS Test Performance among Bangladeshi Students’ Studying in Malaysia

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Ayesha Aktar ◽  
Nooreen Noordin ◽  
Lilliati Ismail
Keyword(s):  
Test Performance ◽  
Teaching And Learning ◽  
English Language ◽  
Test Procedure ◽  
Test Preparation ◽  
Simple Random Sampling ◽  
Future Research ◽  
Online Questionnaire ◽  
Preparation Programs ◽  
Test Taking

Test preparation programs namely coaching, mock tests, and repetitive test-taking aid students in achieving language skills and comprehending the International English Language Testing System (IELTS) test procedure. This paper attempted to find out the influence of test preparation programs on candidates’ IELTS test performance. A quantitative method was used, and an online questionnaire survey was conducted to obtain the data. The population of the study was the Bangladeshi students at Universiti Putra Malaysia. Probability sampling, specifically simple random sampling techniques were used to draw the sample. Data were collected from a total of 100 students, and SPSS was employed to analyze the data. The finding showed that mock test (r = 0.450), coaching (r = 0.496), and repetitive test-taking (r = 0.369) have a positive and moderate correlation with IELTS test performance. In contrast, the mock test, coaching, and repetitive test-taking have 23.4%, 35.3%, and 21.3% influence on IELTS test performance, respectively. This study has implications for candidates’ teaching and learning opportunities for competitive English language test programs. Furthermore, it will deliver a diverse viewpoint on the preparation programs and show their effectiveness for future reference. This study can be used as a guideline for future research to improve test preparation programs for better test performance.

Neuropsychological impairment in candidates for cardiac surgery

1997 ◽  
Vol 3 (5) ◽  
pp. 480-484 ◽  
Author(s):  
GUY VINGERHOETS ◽  
GUIDO VAN NOOTEN ◽  
CONSTANTIN JANNES
Keyword(s):  
Test Performance ◽  
Heart Surgery ◽  
Heart Function ◽  
Verbal Learning ◽  
Open Heart Surgery ◽  
Depression Score ◽  
Cognitive Test ◽  
Stepwise Multiple Regression ◽  
Future Research ◽  
Word Fluency

The preoperative cognitive test performance of 77 candidates for elective open-heart surgery that did not suffer from carotid artery stenosis, was compared with the performance of 37 normal controls. Multivariate analysis of variance, with state anxiety score and depression score as covariates, showed a significantly reduced cognitive performance in the surgical candidates. Post hoc analyses using univariate F tests revealed a significantly impaired word fluency, manual dexterity, verbal learning, and psychomotor speed. A stepwise multiple regression analysis revealed that, besides the usual demographic factors, preoperative variables indicating a more precarious heart function also contributed significantly to the estimation of the proportion of variance of the results on several impaired cognitive tests. Future research should focus on the etiology of the cognitive impairment in cardiovascular disease. (JINS, 1997, 3, 480–484.)

Predictors of Theory of Mind performance in bilingual and monolingual children

2019 ◽  
Vol 24 (2) ◽  
pp. 339-359 ◽  
Author(s):  
Milijana Buac ◽  
Margarita Kaushanskaya
Keyword(s):  
Theory Of Mind ◽  
English Language ◽  
Flanker Task ◽  
First Language ◽  
Language Ability ◽  
Target Language ◽  
Dual Immersion ◽  
Card Sort ◽  
Logistic Regression Models ◽  
English Speaking

Aims and objectives/purpose/research questions: The goal of the current study was to examine whether language and Executive Function (EF) skills predict Theory of Mind (ToM) performance in bilingual and monolingual children. Design/methodology/approach: Participants included 44 monolingual English-speaking children ( MAge = 7.03, SD = 1.23), 44 simultaneous English-Spanish bilingual children ( MAge = 7.36, SD = 1.18), and 27 English first language (L1) bilinguals (native English speakers learning Spanish through dual immersion programs; MAge = 7.58, SD = 1.24). In the second-order false belief task, children were asked to reason about one character’s thoughts about another character’s thoughts. Three components of EF were measured: inhibition (via a flanker task); updating of working memory (via a Corsi blocks task); and shifting (via a card sort task). The Clinical Evaluation of Language Fundamentals 4th Edition indexed omnibus English language skills. Data and analysis: Separate logistic regression models were constructed to analyze the predictors of ToM performance for each group controlling for age, socioeconomic status, and non-verbal IQ. Findings/conclusions: Language ability, but not EF skills, predicted ToM performance in simultaneous bilinguals. In contrast, EF skills but not language predicted ToM performance in monolinguals and in English L1 bilinguals. Originality: This is the first study to show that children with distinct language acquisition histories approach verbal ToM problems differently. Significance/implications: It appears that the linguistic demands of the ToM task take priority for children with lower levels of target-language ability, while the cognitive demands of the task take priority for children with higher levels of target-language ability.

A-46 The Influence of Acculturation on Mexicans and Guatemalans Cordoba Naming Test Performance

2021 ◽  
Vol 36 (6) ◽  
pp. 1087-1087
Author(s):  
Jasman Sidhu ◽  
Daniel W Lopez-Hernandez ◽  
Abril J Baez ◽  
Isabel C Munoz ◽  
Sarah Saravia ◽  
...  
Keyword(s):  
United States ◽  
Test Performance ◽  
English Language ◽  
Neuropsychological Test ◽  
The United States ◽  
Immigrant Group ◽  
Future Research ◽  
Mexican Immigrant ◽  
Confrontation Naming ◽  
Naming Test

Abstract Objective The United States carries a diverse Latinx population. This population largely consists of Mexicans however, there has been a population decrease since 2010. Though, the Guatemalan population has increased since 2010 and has become the third most growing population in the United States. Previous research shows that level of acculturation influences neuropsychological test performance. The Córdoba Naming Test (CNT) is a confrontation naming test created for Spanish-speakers. We examined the relationship between acculturation and CNT performance in a Latinx sample that immigrated to the United States. Method The sample consisted of 44 Mexicans and 14 Guatemalans that were neurologically and psychologically healthy residents. All the participants completed the CNT and the Abbreviated Multidimensional Acculturation Scale (AMAS) in Spanish. ANOVAs were used to examine CNT performance and acculturation on the AMAS subscales. Results Results revealed the Guatemalan immigrant group outperformed the Mexican immigrant group on the CNT, p = 0.035, ηp2 = 0.08. Additionally, we found that on the English language subscale of the AMAS, the Mexican immigrant group reported higher English language levels than the Guatemalan immigrant group, p = 0.002, ηp2 = 0.16. Conclusion Our findings showed that Guatemalans demonstrated better CNT performance compared to Mexicans. To our knowledge, this is the first study to examine confrontation naming performance in a Latinx immigrant sample. Furthermore, we found that Mexicans reported higher English language compared to Guatemalans. Future research on the CNT with larger samples should investigate possible interactions between acculturation and other cultural variables (e.g., bilingualism) in the interpretation of test performance in a Latinx immigrant population.

scholarly journals Impact of students’ performance in the continuous assesment methodology through Moodle on the final exam

2017 ◽  
Author(s):  
Paloma Merello-Giménez ◽  
Ana Zorio-Grima
Keyword(s):  
Cluster Analysis ◽  
Test Performance ◽  
Financial Accounting ◽  
Future Research ◽  
Final Examination ◽  
Online Questionnaire ◽  
Final Exam ◽  
Student Profile ◽  
Teaching Technique ◽  
Negative Effect

This paper looks into the different evolution of students’ online questionnaire performance and its impact on the final examination mark. This innovative technique has been used in a group of an introductory financial accounting course with 8 online questionnaires (one per unit) in the Moodle platform. Using cluster analysis, we identify different groups of performance evolution. The evidence obtained suggests that in one of this groups a favourable test performance evolution may lead to overconfidence with the subsequent negative effect on the final examination mark. Future research with more variables and bigger samples will help identifying this student profile with a view to prevent this undesired negative effect of this teaching technique.

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