Video feedback (VF) is a useful learning technique in acquiring public speaking skills due to its capacity to retain both verbal and non-verbal elements of multimodal communication. Previous research has focused on video self-critique, peer VF, online feedback, or one-on-one VF in the first language (L1) context and has yielded varied results regarding the impact of VF on public speaking competence and anxiety. Therefore, this quasi-experimental classroom-based study compared the impact of the one-on-one VF and in-class VF on public speaking competency and anxiety of learners of English as a Foreign Language (EFL). Three intact university-level English classes in China (n = 74) were assigned to the three conditions (in-class VF, one-on-one VF, and verbal feedback). Data on students’ speaking competence were validated using many-facet Rasch measurement (MFRM). Subsequent gain score analysis and ANCOVA showed that in-class VF significantly improved students’ delivery skill and global competence and reduced their speaking anxiety compared with the verbal feedback group. It is proposed that in-class VF be employed as an instructional procedure to help EFL learners improve their public speaking skills and reduce their public speaking anxiety, particularly in the teaching context of a large class size together with comparatively limited logistic and teaching resources.
{"title":"The effect of in-class and one-on-one video feedback on EFL learners’ English public speaking competency and anxiety","authors":"Tingting Liu, Vahid Aryadoust","doi":"10.58379/mtum3193","DOIUrl":"https://doi.org/10.58379/mtum3193","url":null,"abstract":"Video feedback (VF) is a useful learning technique in acquiring public speaking skills due to its capacity to retain both verbal and non-verbal elements of multimodal communication. Previous research has focused on video self-critique, peer VF, online feedback, or one-on-one VF in the first language (L1) context and has yielded varied results regarding the impact of VF on public speaking competence and anxiety. Therefore, this quasi-experimental classroom-based study compared the impact of the one-on-one VF and in-class VF on public speaking competency and anxiety of learners of English as a Foreign Language (EFL). Three intact university-level English classes in China (n = 74) were assigned to the three conditions (in-class VF, one-on-one VF, and verbal feedback). Data on students’ speaking competence were validated using many-facet Rasch measurement (MFRM). Subsequent gain score analysis and ANCOVA showed that in-class VF significantly improved students’ delivery skill and global competence and reduced their speaking anxiety compared with the verbal feedback group. It is proposed that in-class VF be employed as an instructional procedure to help EFL learners improve their public speaking skills and reduce their public speaking anxiety, particularly in the teaching context of a large class size together with comparatively limited logistic and teaching resources.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72711807","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}
In Pakistan, English is the official language and a high level of proficiency is considered a passport to success (Manan et al., 2016). However, little is known about Pakistani English teachers’ assessment knowledge and training needs. This study investigates the language assessment literacy of English language teachers at a multi-campus English Medium Instruction university in Pakistan. The aims were (1) to evaluate whether the EAP teachers were equipped, academically and professionally, to design and conduct language assessment; (2) to document teachers’ language assessment challenges in context and (3) to consult teachers on their training needs in assessment. Data comprised questionnaires, semi-structured interviews, and ELT curriculum documents. The analysis revealed little or no training in LAL, large classes, a crowded curriculum, and mixed student abilities impacting on language assessment practices. Implications are discussed for the training needed to support teachers’ language assessment practices that underpin student success in EMI programs.
{"title":"Language assessment literacy of teachers in an English medium of instruction university: Implications for ELT training in Pakistan","authors":"A. Shahzadi, A. Ducasse","doi":"10.58379/bzwf5085","DOIUrl":"https://doi.org/10.58379/bzwf5085","url":null,"abstract":"In Pakistan, English is the official language and a high level of proficiency is considered a passport to success (Manan et al., 2016). However, little is known about Pakistani English teachers’ assessment knowledge and training needs. This study investigates the language assessment literacy of English language teachers at a multi-campus English Medium Instruction university in Pakistan. The aims were (1) to evaluate whether the EAP teachers were equipped, academically and professionally, to design and conduct language assessment; (2) to document teachers’ language assessment challenges in context and (3) to consult teachers on their training needs in assessment. Data comprised questionnaires, semi-structured interviews, and ELT curriculum documents. The analysis revealed little or no training in LAL, large classes, a crowded curriculum, and mixed student abilities impacting on language assessment practices. Implications are discussed for the training needed to support teachers’ language assessment practices that underpin student success in EMI programs.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89580233","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}
Τheories of validity and validation have always formed an essential part of academic work in the field of language testing and have constituted an area of much debate and contestation. On the other hand, both theorising and evidence-gathering processes have been the privilege of few professions in the field. Against the background of more recent developments such as a closer alignment of language teaching and assessment, increased attention to individual learning needs and accessibility of language testing and assessment, expanded conceptualisations of validity seem to be required, considering diverse stakeholders in the validation process. The paper will discuss several frameworks of validation, and their potential for including important stakeholder groups such as language teachers in language test validation will be explored with a view to their enhancing language assessment literacy (LAL). It will be argued that teachers’ roles as professional agents can enhance the quality of the validation argument and their LAL at the same time.
{"title":"Language assessment literacy and test validation: Highlighting the role of language teachers","authors":"Kari Vogt, Dina Tsagari","doi":"10.58379/uqvq7101","DOIUrl":"https://doi.org/10.58379/uqvq7101","url":null,"abstract":"Τheories of validity and validation have always formed an essential part of academic work in the field of language testing and have constituted an area of much debate and contestation. On the other hand, both theorising and evidence-gathering processes have been the privilege of few professions in the field. Against the background of more recent developments such as a closer alignment of language teaching and assessment, increased attention to individual learning needs and accessibility of language testing and assessment, expanded conceptualisations of validity seem to be required, considering diverse stakeholders in the validation process. The paper will discuss several frameworks of validation, and their potential for including important stakeholder groups such as language teachers in language test validation will be explored with a view to their enhancing language assessment literacy (LAL). It will be argued that teachers’ roles as professional agents can enhance the quality of the validation argument and their LAL at the same time.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86214346","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}
Language testers can have various roles in relation to the use of language tests and policy. One such role may be to provide expert advice in policy formation or policy review contexts. Such instances are often not documented systematically, as advice may be provided in informal or closed meetings, or confidential documents, which are not available to the public. The challenges associated with providing such advice are also rarely recorded. In this paper, I describe three instances in which the Language Testing Research Centre (LTRC) at the University of Melbourne was invited to provide external policy advice. I specifically reflect on what prompted the invitations, what advice we were asked to provide, the complexity of providing advice in each instance, and whether the advice was taken up by the policy makers. The paper reflects on some of the common threads and concludes with implications for training new language testers.
{"title":"The challenges of providing expert advice in policy contexts","authors":"U. Knoch","doi":"10.58379/woic6861","DOIUrl":"https://doi.org/10.58379/woic6861","url":null,"abstract":"Language testers can have various roles in relation to the use of language tests and policy. One such role may be to provide expert advice in policy formation or policy review contexts. Such instances are often not documented systematically, as advice may be provided in informal or closed meetings, or confidential documents, which are not available to the public. The challenges associated with providing such advice are also rarely recorded. In this paper, I describe three instances in which the Language Testing Research Centre (LTRC) at the University of Melbourne was invited to provide external policy advice. I specifically reflect on what prompted the invitations, what advice we were asked to provide, the complexity of providing advice in each instance, and whether the advice was taken up by the policy makers. The paper reflects on some of the common threads and concludes with implications for training new language testers.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87545176","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}
{"title":"Dimova, S., Yan, X. & Ginther, A. Local Language Testing: Design, Implementation and Development","authors":"M. Czajkowski","doi":"10.58379/enpw3648","DOIUrl":"https://doi.org/10.58379/enpw3648","url":null,"abstract":"<jats:p>n/a</jats:p>","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":"739 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75991142","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}
English language proficiency is a deciding factor in the life opportunities of many thousands of applicants for Australian skilled migration every year. This paper focuses on the perspectives of professional bodies that use English language tests in their decisions. Taking an interpretative approach, we explore the meanings that policy makers from these organisations ascribe (as score users) to test standards (cut-scores) so that we can better understand the uses of test scores in migration policy. The policy narratives we observed around the use of test scores describe the need to manage large numbers of applicants, to assure a level of English proficiency for high-risk professional communications, to provide an objective assessment that is separate from any assessment of professional competence and to maintain consistency of standards with other bodies. These views are contextualised with other relevant information, particularly that available from test providers, who are key players in the test-using interpretive community. We observe that particular tests and their standards become trusted and entrenched in policy, using the apparently simple semiotics of scores. Concomitantly, trust in tests is nurtured by test marketing. These tendencies warrant attention from test researchers, providers and score users.
{"title":"Trust the test: Score-user perspectives on the roles of language tests in professional registration and skilled migration","authors":"Susy Macqueen, John Pill, U. Knoch","doi":"10.58379/makh4553","DOIUrl":"https://doi.org/10.58379/makh4553","url":null,"abstract":"English language proficiency is a deciding factor in the life opportunities of many thousands of applicants for Australian skilled migration every year. This paper focuses on the perspectives of professional bodies that use English language tests in their decisions. Taking an interpretative approach, we explore the meanings that policy makers from these organisations ascribe (as score users) to test standards (cut-scores) so that we can better understand the uses of test scores in migration policy. The policy narratives we observed around the use of test scores describe the need to manage large numbers of applicants, to assure a level of English proficiency for high-risk professional communications, to provide an objective assessment that is separate from any assessment of professional competence and to maintain consistency of standards with other bodies. These views are contextualised with other relevant information, particularly that available from test providers, who are key players in the test-using interpretive community. We observe that particular tests and their standards become trusted and entrenched in policy, using the apparently simple semiotics of scores. Concomitantly, trust in tests is nurtured by test marketing. These tendencies warrant attention from test researchers, providers and score users.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75146523","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}
{"title":"U. Knoch & S. Macqueen. Assessing English for Professional Purposes","authors":"Kathryn Hill","doi":"10.58379/frht7588","DOIUrl":"https://doi.org/10.58379/frht7588","url":null,"abstract":"<jats:p>n/a</jats:p>","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89642933","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}
{"title":"Language testing within policy contexts: Conceptual and instrumental challenges","authors":"T. McNamara","doi":"10.58379/tvca8124","DOIUrl":"https://doi.org/10.58379/tvca8124","url":null,"abstract":"<jats:p>n/a</jats:p>","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86833817","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}
While the importance of accounting for the use of tests as policy instruments is by now widely acknowledged, validation frameworks in language testing rest on core assumptions which, I argue, preclude consideration of the lived experiences and subjectivities of test takers, and of the intentions and purposeful actions these experiences and subjectivities engender. As a result, the complex and dynamic ways that test taker actions are implicated in generating test and policy consequences remain hidden from view, as do the ethical implications of the wider societal impacts of testing practices. Drawing on studies examining test taker experiences of the use of English testing for immigration purposes in the Australian context, I highlight the disconnect between how test takers, test users and language testers come to attribute meanings to testing practices in this complex policy setting, and the types of conflicting decisions and actions which then emerge. To conclude, I argue for a renewed criticality in language testing that extends beyond evaluations of how well, if at all, test uses align with the expectations of test users and/or language testers, to a focus on the expectations of test takers as the stakeholder group to whom we must be primarily accountable. This demands not only further research into the lived experiences of those subjected to testing practices, but also an engagement with the wider discursive space within which problems of language and of policy are imagined, and the ways in which language testing, as a discipline, is implicated in the production of idealised language users, workers, and citizens, together with the various exclusions these entail.
{"title":"Negotiating the boundaries of responsibility: Rethinking test takers and the ethics of testing","authors":"K. Frost","doi":"10.58379/ykqj4733","DOIUrl":"https://doi.org/10.58379/ykqj4733","url":null,"abstract":"While the importance of accounting for the use of tests as policy instruments is by now widely acknowledged, validation frameworks in language testing rest on core assumptions which, I argue, preclude consideration of the lived experiences and subjectivities of test takers, and of the intentions and purposeful actions these experiences and subjectivities engender. As a result, the complex and dynamic ways that test taker actions are implicated in generating test and policy consequences remain hidden from view, as do the ethical implications of the wider societal impacts of testing practices. Drawing on studies examining test taker experiences of the use of English testing for immigration purposes in the Australian context, I highlight the disconnect between how test takers, test users and language testers come to attribute meanings to testing practices in this complex policy setting, and the types of conflicting decisions and actions which then emerge. To conclude, I argue for a renewed criticality in language testing that extends beyond evaluations of how well, if at all, test uses align with the expectations of test users and/or language testers, to a focus on the expectations of test takers as the stakeholder group to whom we must be primarily accountable. This demands not only further research into the lived experiences of those subjected to testing practices, but also an engagement with the wider discursive space within which problems of language and of policy are imagined, and the ways in which language testing, as a discipline, is implicated in the production of idealised language users, workers, and citizens, together with the various exclusions these entail.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72384504","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}
{"title":"J. Fan. The Development and Validation of Standards in Language Testing","authors":"Yan-ping Jin","doi":"10.58379/kdmy2425","DOIUrl":"https://doi.org/10.58379/kdmy2425","url":null,"abstract":"<jats:p>n/a</jats:p>","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91161236","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}
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