scholarly journals Teaching to the test: The effects of coaching on English-proficiency scores for university entry

2021 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Danijela Trenkic ◽  
Ruolin Hu
Keyword(s):  
English Proficiency ◽  
Teaching To The Test ◽  
Proficiency Scores

scholarly journals Measurement Precision of Spoken English Proficiency Scores on the USMLE Step 2 Clinical Skills Examination

2009 ◽  
Vol 84 (Supplement) ◽  
pp. S83-S85 ◽  
Author(s):  
Mark R. Raymond ◽  
Brian E. Clauser ◽  
Kimberly Swygert ◽  
Marta van Zanten
Keyword(s):  
English Proficiency ◽  
Clinical Skills ◽  
Measurement Precision ◽  
Spoken English ◽  
Usmle Step ◽  
Proficiency Scores

Spanish pre-service teachers of English

2015 ◽  
Vol 28 (1) ◽  
pp. 48-72
Author(s):  
Elvira Barrios
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Learning Strategy ◽  
English Proficiency ◽  
Correlation Coefficients ◽  
Study Data ◽  
Strategy Use ◽  
Reported Study ◽  
Proficiency Scores

This study examined patterns of perceived strategy use among prospective Spanish primary teachers of English and the relationship between those strategies and the prospective teachers’ English proficiency. A total of 116 student teachers were administered the Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0 (ESL/EFL). The Oxford Placement Test was used to obtain a measure of proficiency in English. Descriptive statistics, a post hoc thematic analysis and Spearman correlation coefficients were used to analyze the data. The results showed that the participants were medium-to-high strategy users overall and that they reported using metacognitive strategies and those relating to understanding most frequently, while memory and affective strategies were used least frequently. According to the self-reported study data, the most frequently-used individual strategy involved paying attention to language whereas the least-used strategy involved writing down feelings in a learning diary. Findings indicate a generally low correlation between strategy group scores and English proficiency. In addition, there is no significant correlation between the SILL and proficiency scores; however, when the low-use strategies are not computed for the measure of frequency of language learning strategy use, a significant positive correlation is found between self-reported frequency of strategy use and proficiency.

scholarly journals Do Faculty and Gender Matter to Students’ English Proficiency Score?

2019 ◽  
Vol 5 (2) ◽  
pp. 116-125
Author(s):  
Siti Nurul Azkiyah
Keyword(s):  
Proficiency Test ◽  
English Proficiency ◽  
Descriptive Analysis ◽  
T Test ◽  
Background Variable ◽  
English Studies ◽  
Test Analysis ◽  
English Departments ◽  
And Gender ◽  
Proficiency Scores

AbstractIt is undeniable that English is an important international language and there could be some background variables influencing English proficiency. Therefore, UIN Syarif Hidayatullah Jakarta as the context of the study regulates that all students take an English proficiency test once they are accepted and must achieve 450 for non-English departments and 500 for English studies before they graduate. Having 12 faculties of Islamic and non-Islamic studies, it is interesting to measure whether faculty as a background variable matters. In addition, female as another background variable has been widely found to have better achievement in language, and therefore this study is also intended to investigate whether gender is a contributing factor to students’ English proficiency. The population was all students of UIN Jakarta year 2017, which data of 5089 students’ English proficiency scores, faculties, and gender were collected through the information technology center. The descriptive analysis reveals that the lowest score is 240 while that highest one is 570 and the mean score is 383. The ANOVA analysis reports significant differences among faculties: the Faculty of Medicine achieves the highest score (M = 429) while the Faculty of Ushuluddin attains the lowest (M = 365). In addition, female students, as yielded by t-test analysis, are found to have significantly higher English proficiency score. The findings implies the need to pay more attention to Islamic-related faculties having lower scores and to consider English proficiency score as an enrolment requirement especially for the faculty of Medicine. AbstrakTidak bisa dipungkiri bahwa Bahasa Inggris sangat penting dan ada beberapa faktor yang berpengaruh terhadap kecapakan berbahasa Inggris. Oleh karena itu, UIN Syarif Hidayatullah Jakarta sebagai konteks studi ini mewajibkan semua mahasiswa yang diterima untuk mengikuti tes kecakapan berbahasa Inggrisd dan harus mencapai skor 450 untuk mahasiswa di luar prodi Bahasa Inggris dan 500 untuk prodi Bahasa Inggris sebelum mereka lulus. Dengan 12 fakultas baik studi Islam maupun non-Islam, menjadi menarik untuk melihat apakah fakultas sebagai sebuah variabel memiliki pengaruh. Selain itu, jender (perempuan) sebagai variabel lain sudah banyak ditemukan oleh studi lain memiliki prestasi yang lebih unggul dalam kecakapan berbahasa, dan oleh karena itu studi ini juga bertujuan untuk mengukur apakah gender merupakah faktor yang berpengaruh terhadap kecapakan berbahasa Inggris. Populasi studi ini adalah mahasiswa UIN Syarif Hidayatullah Jakarta angkatan 2017, di mana data skor English Proficiency Test, asal fakultas dan jender sejumlah 5089 mahasiswa berhasil dikumpulkan dan Pustipanda. Dari analisis deskriptif statistik ditemukan bahwa skor terendah adalah 240 sedangkan tertinggi adalah 570 dan nilai rata-ratanya sebesar 383. Hasil analisis ANOVA menunjukkan adanya perbedaan yang signifikan diantara fakultas, di mana Fakultas Kedokteran memiliki nilai rata-rata tertinggi (429) sementara Fakultas Ushuluddin memiliki nilai rata-rata terendah (365). Mahasiswa (perempuan), sebagaimana ditunjukkan oleh hasil analisis t-test, memiliki nilai rata-rata yang secara signifikan lebih tinggi dibanding mahasiswa (laki-laki).How to Cite : Azkiyah, S.,N. (2018).  Do Faculty and Gender Matter to Students’ English Proficiency Score?. TARBIYA: Journal of Education in Muslim Society, 5(2), 116-125. doi:10.15408/tjems.v5i2.1667.

scholarly journals Do English Language Development Curriculum Materials Matter for Students’ English Proficiency?

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110357
Author(s):  
Quỳnh Tiên Nguyên Lê ◽  
Morgan S. Polikoff
Keyword(s):  
Language Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Active Role ◽  
Instructional Program ◽  
English Language Development ◽  
Curriculum Materials ◽  
Significant Difference ◽  
Proficiency Scores

Castañeda v. Pickard mandated that educational programs for emergent bilinguals be tested for program efficacy. As English language development (ELD) curricular materials are one part of an instructional program, we assess this mandate by examining the effectiveness of ELD materials in Texas, a large, diverse U.S. state with large numbers of emergent bilingual (EB) students. Using local linear matching, we find robust evidence that schools that do not purchase any ELD curricula have significantly lower English language proficiency scores relative to schools that purchase state-adopted ELD materials. In contrast, there is no significant difference between schools that adopt the two most popular ELD curricula in the state. This study suggests that curriculum materials matter for EBs’ English proficiency and implies that states should take a more active role in ensuring students have access to these materials.

scholarly journals English Proficiency Gain and Mediating Factors in Training: A Self-Evaluation of Vietnamese Pre-Service EFL Teachers

2021 ◽  
Vol 20 (1) ◽  
pp. 22-47
Author(s):  
Nguyen Van Loi ◽  
Chung Thi Thanh Hang
Keyword(s):  
Learning Strategies ◽  
Language Proficiency ◽  
English Proficiency ◽  
Teacher Education Program ◽  
Language Teachers ◽  
Self Report ◽  
Group Interview ◽  
English Teacher ◽  
Self Regulated Learning ◽  
Proficiency Scores

Following the international language proficiency standards, Vietnam has recently set the advanced English proficiency (C1- CEFR) for teacher graduates from an English teacher education program. Considering regional differences, this standard setting has raised a concern about its feasibility. Therefore, this paper aims to report the language proficiency development of English teacher trainees at a Vietnamese university as an illustration and examine training factors that may influence this proficiency outcome. To this end, a mixed-method approach is used in which a self-report questionnaire is designed to collect the data on the trainees’ self-assessment of EP and their responses to the training factors. Also, a group interview is then conducted to obtain qualitative evidence that backed up the questionnaire results. The participants are 41 fourth-year EFL teacher students, seven of whom agreed to participate in the group interview. The results show that approximately 62.4% of the candidates self-assessed their level equivalent to the C1-advanced proficiency, while a significant percentages till desired additional language proficiency support. Their responses to the training factors reveal that they are overall satisfied with the effectiveness of English proficiency training. Noticeably, their proficiency scores positively correlate with their use of self-regulated learning strategies, which in turn correlated with the types of teaching and assessment activities during the training years. Their starting proficiency level also has a significant correlation to their proficiency gain at the end. These findings offer useful implications for preparing foreign language teachers in the context towards the general proficiency standards, and for understanding expectations versus realities regarding this issue.

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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