Pub Date : 2024-08-08DOI: 10.61508/refl.v31i2.274817
Yuki Takahashi, Narathip Thumawongsa
In recent years, the shift in the teaching approaches employed in Thai English as a Foreign Language (EFL) classroom provides new opportunities and challenges to the teachers and students form Generation Z (1995 – 2009) and Generation Alpha (2010 – 2024). This study examines verb errors among Thai EFL learners from Generation Z and Generation Alpha to compare error types and sources. 300 written assignments from both generations were analyzed by Grammarly based on a mixed-methods approach adapted from Corder’s (1974). The findings showed that Generation Z produced 466 errors, considerably more than Generation Alpha's 355 errors, with both cohorts producing all types of errors, namely misformation, omission, addition, and misordering, respectively. Despite Generation Z producing higher overall error detection, Generation Alpha displayed higher rates of the certain error forms, such as misuse of singular and plural verb usage and expletive construction. Interlingual interference was the most frequently produced error source for both groups. These findings highlight the balance between L1 and L2 in EFL classrooms and the significance of teacher supervision in promoting autonomous learning. The study provides valuable insights for EFL teachers, suggesting appropriate teaching strategies in writing classes tailored to different generations.
{"title":"Verb Error Analysis of Thai EFL Generation Z and Generation Alpha Students in Thailand","authors":"Yuki Takahashi, Narathip Thumawongsa","doi":"10.61508/refl.v31i2.274817","DOIUrl":"https://doi.org/10.61508/refl.v31i2.274817","url":null,"abstract":"In recent years, the shift in the teaching approaches employed in Thai English as a Foreign Language (EFL) classroom provides new opportunities and challenges to the teachers and students form Generation Z (1995 – 2009) and Generation Alpha (2010 – 2024). This study examines verb errors among Thai EFL learners from Generation Z and Generation Alpha to compare error types and sources. 300 written assignments from both generations were analyzed by Grammarly based on a mixed-methods approach adapted from Corder’s (1974). The findings showed that Generation Z produced 466 errors, considerably more than Generation Alpha's 355 errors, with both cohorts producing all types of errors, namely misformation, omission, addition, and misordering, respectively. Despite Generation Z producing higher overall error detection, Generation Alpha displayed higher rates of the certain error forms, such as misuse of singular and plural verb usage and expletive construction. Interlingual interference was the most frequently produced error source for both groups. These findings highlight the balance between L1 and L2 in EFL classrooms and the significance of teacher supervision in promoting autonomous learning. The study provides valuable insights for EFL teachers, suggesting appropriate teaching strategies in writing classes tailored to different generations.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927467","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}
Listening, speaking, reading, and writing are important skills in English language learning. However, some students are not successful in learning English due to several factors. The model for improving the English learning skills of students is essential. However, except for the HyFlex learning model, no suitable model for learners has been found following the new normal. This research, therefore, identify the bibliographic keywords of HyFlex learning for the English learning skills of teacher students. According to a total of 465 documents published in the Scopus database, 40 articles met the research inclusion criteria and keywords related to HyFlex learning could be used to guide the development of the model of English language learning skills of students. Findings, the keywords of HyFlex learning for the English learning skills of teacher students 42 keywords related to Hyflex learning that clustered into seven categories: Higher education, Learning environment, Teaching and learning model, Digital technology for learning, Teacher, Student, and English language.
{"title":"A Bibliometric Analysis of Keywords of HyFlex Learning for the English Language Learning Skills of Teacher Students","authors":"Thip Khumyoo, Niroumon Suwannasri, Akkrawat Wongthitikun, Jira Jitsupa, Jittree Jampeetong","doi":"10.61508/refl.v31i2.273538","DOIUrl":"https://doi.org/10.61508/refl.v31i2.273538","url":null,"abstract":"Listening, speaking, reading, and writing are important skills in English language learning. However, some students are not successful in learning English due to several factors. The model for improving the English learning skills of students is essential. However, except for the HyFlex learning model, no suitable model for learners has been found following the new normal. This research, therefore, identify the bibliographic keywords of HyFlex learning for the English learning skills of teacher students. According to a total of 465 documents published in the Scopus database, 40 articles met the research inclusion criteria and keywords related to HyFlex learning could be used to guide the development of the model of English language learning skills of students. Findings, the keywords of HyFlex learning for the English learning skills of teacher students 42 keywords related to Hyflex learning that clustered into seven categories: Higher education, Learning environment, Teaching and learning model, Digital technology for learning, Teacher, Student, and English language.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141378589","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}
Pub Date : 2024-05-23DOI: 10.61508/refl.v31i2.273312
Seong Hyeon Choi, Kemtong Sinwongsuwat
Technology-enhanced language learning, or TELL, has played a major role in boosting EFL learners’ speaking skills in recent years. The use of online technological methods such as vlogging and uploading videos to popular social networks such as YouTube, in particular, has been recommended as a tool to hone students' conversation skills in addition to providing ubiquitous role-play practice. This study, therefore, aims to examine the effectiveness of multiple-party YouTube vlogging with the effectiveness of role-play when it comes to improving EFL learners’ conversation skills. Seventy-six Thai undergraduates taking an English conversation course were engaged in five role-play and five vlogging lessons before and after the midterm for the purpose of improving their English-speaking skills. The students were additionally assessed by the pre-, post- roleplay and vlogging teaching interviews for their speaking performance. A comparative analysis was conducted on the score sets derived from the three distinct interviews, and the scores obtained from participants' weekly role-play assignments were compared with those from their weekly vlogging. The results showed a significant improvement in the students’ confidence and content expression despite some challenges of the vlogging method. Further research can explore the alternative use of vlogging in other areas of English language skill improvement.
{"title":"Vlogging: An Alternative to Role-play in Improving EFL Learners' Conversation Skills","authors":"Seong Hyeon Choi, Kemtong Sinwongsuwat","doi":"10.61508/refl.v31i2.273312","DOIUrl":"https://doi.org/10.61508/refl.v31i2.273312","url":null,"abstract":"Technology-enhanced language learning, or TELL, has played a major role in boosting EFL learners’ speaking skills in recent years. The use of online technological methods such as vlogging and uploading videos to popular social networks such as YouTube, in particular, has been recommended as a tool to hone students' conversation skills in addition to providing ubiquitous role-play practice. This study, therefore, aims to examine the effectiveness of multiple-party YouTube vlogging with the effectiveness of role-play when it comes to improving EFL learners’ conversation skills. Seventy-six Thai undergraduates taking an English conversation course were engaged in five role-play and five vlogging lessons before and after the midterm for the purpose of improving their English-speaking skills. The students were additionally assessed by the pre-, post- roleplay and vlogging teaching interviews for their speaking performance. A comparative analysis was conducted on the score sets derived from the three distinct interviews, and the scores obtained from participants' weekly role-play assignments were compared with those from their weekly vlogging. The results showed a significant improvement in the students’ confidence and content expression despite some challenges of the vlogging method. Further research can explore the alternative use of vlogging in other areas of English language skill improvement.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"12 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141107592","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}
Pub Date : 2024-02-15DOI: 10.61508/refl.v31i1.270836
Alan Ali Saeed
english for business communication teacher s book, business communication skills introduction, english for business communication student s book teacher, communication in business amp management, english for business communication audio cd set 2 cds, english for business communication cambridge core, tpu ru, cambridge english for business communication teacher s, business english british council, english for business communication assets, cambridge english qualifications business cambridge english, wall vk, business english communication english grammar, english for business communication teacher s book simon, 0521549159 communicating in business student audio cd, 0521754496 english for business communication student s, english for business communication assets, tests with answers higher school of economics, business english courses english for work embassy english, english for business communication teacher s book, tests with answers higher school of economics, 0521549159 communicating in business student audio cd, business communication skills british council, communicating in business student audio cd set cambridge, english for business communication teacher s book, english for business communication teacher s book, communication meaning in the cambridge english dictionary, activities for learners learning english cambridge english, popular business english books goodreads com, 9780521754491 english for business communication 2nd, business english communication skills coursera, english for business communication teacher s book, english for business communication teacher s book simon, business english communication skills cambridge english, pdf english for business communication researchgate, simon sweeney english for business communication pdf mp3, tpu ru, english for business communication 2nd edition audio cds, b1 business preliminary cambridge english, english for business communication teacher s book, 9780521754491 english for business communication 2nd, business and professional english london school of english, english for business communication assets, business english courses english for work embassy english, teachingenglish british council bbc, english for business communication student s book teacher, english for business communication teacher s book, cambridge university press english for business, english for business communication 2nd edition audio cds, english for business communication audio cd set 2 cds, business english be ubc english language institute, communication meaning in the cambridge english dictionary, english for business communication student s book book, english for communication business english pod learn, cambridge english qualifications business cambridge english, english for business communication teacher s book simon, simon sweeney english for business communication pdf mp3, english for business communication cambridge core, communicating in business student audio cd set cambridge, english for business commun
english for business communication teacher s book, business communication skills introduction, english for business communication student s book teacher, communication in business amp management, english for business communication audio cd set 2 cds, english for business communication cambridge core, tpu ru, cambridge english for business communication teacher s, business english british council, english for business communication assets, cambridge english qualifications business cambridge english, wall vk, business english communication english grammar、English for business communication teacher s book simon, 0521549159 communicating in business student audio cd, 0521754496 English for business communication student s, English for business communication assets, tests with answers higher school of economics, business english courses english for work embassy english, English for business communication teacher s book, tests with answers higher school of economics, 0521549159 communicating in business student audio cd, business communication skills british council, communicating in business student audio cd set cambridge、English for business communication teacher s book, english for business communication teacher s book, communication meaning in the cambridge english dictionary, activities for learners learning english cambridge english, popular business english books goodreads com, 9780521754491 english for business communication 2nd, business english communication skills coursera, english for business communication teacher s book, english for business communication teacher s book simon, business english communication skills cambridge english, pdf english for business communication researchgate、simon sweeney english for business communication pdf mp3, tpu ru, english for business communication 2nd edition audio cds, b1 business preliminary cambridge english, english for business communication teacher s book, 9780521754491 english for business communication 2nd, business and professional english london school of english, english for business communication assets, business english courses english for work embassy english, teachingenglish british council bbc, english for business communication student s book teacher, english for business communication teacher s book、剑桥大学出版社商务英语, english for business communication 2nd edition audio cds, english for business communication audio cd set 2 cds, business english be ubc english language institute, communication meaning in the cambridge english dictionary, english for business communication student s book book, english for communication business english pod learn, cambridge english qualifications business cambridge english, english for business communication teacher s book simon, simon sweeney english for business communication pdf mp3、english for business communication cambridge core, communicating in business student audio cd set cambridge, english for business communication assets, english for business comm
{"title":"English for Business Communication","authors":"Alan Ali Saeed","doi":"10.61508/refl.v31i1.270836","DOIUrl":"https://doi.org/10.61508/refl.v31i1.270836","url":null,"abstract":"english for business communication teacher s book, business communication skills introduction, english for business communication student s book teacher, communication in business amp management, english for business communication audio cd set 2 cds, english for business communication cambridge core, tpu ru, cambridge english for business communication teacher s, business english british council, english for business communication assets, cambridge english qualifications business cambridge english, wall vk, business english communication english grammar, english for business communication teacher s book simon, 0521549159 communicating in business student audio cd, 0521754496 english for business communication student s, english for business communication assets, tests with answers higher school of economics, business english courses english for work embassy english, english for business communication teacher s book, tests with answers higher school of economics, 0521549159 communicating in business student audio cd, business communication skills british council, communicating in business student audio cd set cambridge, english for business communication teacher s book, english for business communication teacher s book, communication meaning in the cambridge english dictionary, activities for learners learning english cambridge english, popular business english books goodreads com, 9780521754491 english for business communication 2nd, business english communication skills coursera, english for business communication teacher s book, english for business communication teacher s book simon, business english communication skills cambridge english, pdf english for business communication researchgate, simon sweeney english for business communication pdf mp3, tpu ru, english for business communication 2nd edition audio cds, b1 business preliminary cambridge english, english for business communication teacher s book, 9780521754491 english for business communication 2nd, business and professional english london school of english, english for business communication assets, business english courses english for work embassy english, teachingenglish british council bbc, english for business communication student s book teacher, english for business communication teacher s book, cambridge university press english for business, english for business communication 2nd edition audio cds, english for business communication audio cd set 2 cds, business english be ubc english language institute, communication meaning in the cambridge english dictionary, english for business communication student s book book, english for communication business english pod learn, cambridge english qualifications business cambridge english, english for business communication teacher s book simon, simon sweeney english for business communication pdf mp3, english for business communication cambridge core, communicating in business student audio cd set cambridge, english for business commun","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"138 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139836033","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}
Pub Date : 2024-02-15DOI: 10.61508/refl.v31i1.270836
Alan Ali Saeed
english for business communication teacher s book, business communication skills introduction, english for business communication student s book teacher, communication in business amp management, english for business communication audio cd set 2 cds, english for business communication cambridge core, tpu ru, cambridge english for business communication teacher s, business english british council, english for business communication assets, cambridge english qualifications business cambridge english, wall vk, business english communication english grammar, english for business communication teacher s book simon, 0521549159 communicating in business student audio cd, 0521754496 english for business communication student s, english for business communication assets, tests with answers higher school of economics, business english courses english for work embassy english, english for business communication teacher s book, tests with answers higher school of economics, 0521549159 communicating in business student audio cd, business communication skills british council, communicating in business student audio cd set cambridge, english for business communication teacher s book, english for business communication teacher s book, communication meaning in the cambridge english dictionary, activities for learners learning english cambridge english, popular business english books goodreads com, 9780521754491 english for business communication 2nd, business english communication skills coursera, english for business communication teacher s book, english for business communication teacher s book simon, business english communication skills cambridge english, pdf english for business communication researchgate, simon sweeney english for business communication pdf mp3, tpu ru, english for business communication 2nd edition audio cds, b1 business preliminary cambridge english, english for business communication teacher s book, 9780521754491 english for business communication 2nd, business and professional english london school of english, english for business communication assets, business english courses english for work embassy english, teachingenglish british council bbc, english for business communication student s book teacher, english for business communication teacher s book, cambridge university press english for business, english for business communication 2nd edition audio cds, english for business communication audio cd set 2 cds, business english be ubc english language institute, communication meaning in the cambridge english dictionary, english for business communication student s book book, english for communication business english pod learn, cambridge english qualifications business cambridge english, english for business communication teacher s book simon, simon sweeney english for business communication pdf mp3, english for business communication cambridge core, communicating in business student audio cd set cambridge, english for business commun
english for business communication teacher s book, business communication skills introduction, english for business communication student s book teacher, communication in business amp management, english for business communication audio cd set 2 cds, english for business communication cambridge core, tpu ru, cambridge english for business communication teacher s, business english british council, english for business communication assets, cambridge english qualifications business cambridge english, wall vk, business english communication english grammar、English for business communication teacher s book simon, 0521549159 communicating in business student audio cd, 0521754496 English for business communication student s, English for business communication assets, tests with answers higher school of economics, business english courses english for work embassy english, English for business communication teacher s book, tests with answers higher school of economics, 0521549159 communicating in business student audio cd, business communication skills british council, communicating in business student audio cd set cambridge、English for business communication teacher s book, english for business communication teacher s book, communication meaning in the cambridge english dictionary, activities for learners learning english cambridge english, popular business english books goodreads com, 9780521754491 english for business communication 2nd, business english communication skills coursera, english for business communication teacher s book, english for business communication teacher s book simon, business english communication skills cambridge english, pdf english for business communication researchgate、simon sweeney english for business communication pdf mp3, tpu ru, english for business communication 2nd edition audio cds, b1 business preliminary cambridge english, english for business communication teacher s book, 9780521754491 english for business communication 2nd, business and professional english london school of english, english for business communication assets, business english courses english for work embassy english, teachingenglish british council bbc, english for business communication student s book teacher, english for business communication teacher s book、剑桥大学出版社商务英语, english for business communication 2nd edition audio cds, english for business communication audio cd set 2 cds, business english be ubc english language institute, communication meaning in the cambridge english dictionary, english for business communication student s book book, english for communication business english pod learn, cambridge english qualifications business cambridge english, english for business communication teacher s book simon, simon sweeney english for business communication pdf mp3、english for business communication cambridge core, communicating in business student audio cd set cambridge, english for business communication assets, english for business comm
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Pub Date : 2024-02-14DOI: 10.61508/refl.v31i1.270825
Theera Roungtheera, Pornthip Supanfai
The little prince is among the most renowned French novels that have been translated into numerous languages. In English, there are several translations available. Each translator inevitably infuses their unique style into their translations. This study aims to investigate the styles of the translators exhibited in two English versions of this novel and to identify the differences in the approaches adopted by the two translators using a corpus-based method. The translations by Irene Testot-Ferry and T.V.F. Cuffe have been selected since they were both published in the same year by two prominent British publishers. The parallel model is adopted as the primary methodology. The results suggest that Irene Testot-Ferry’s translation appears to be more oriented towards the source text. She tends to opt for English words that closely resemble their French counterparts, while T.V.F. Cuffe appears more independent in his word selection. Furthermore, T.V.F. Cuffe has a tendency to incorporate old-fashioned terms more frequently compared to Irene Testot-Ferry.
{"title":"Investigating Translators’ Styles in The Little Prince: A Corpus-based Study","authors":"Theera Roungtheera, Pornthip Supanfai","doi":"10.61508/refl.v31i1.270825","DOIUrl":"https://doi.org/10.61508/refl.v31i1.270825","url":null,"abstract":"The little prince is among the most renowned French novels that have been translated into numerous languages. In English, there are several translations available. Each translator inevitably infuses their unique style into their translations. This study aims to investigate the styles of the translators exhibited in two English versions of this novel and to identify the differences in the approaches adopted by the two translators using a corpus-based method. The translations by Irene Testot-Ferry and T.V.F. Cuffe have been selected since they were both published in the same year by two prominent British publishers. The parallel model is adopted as the primary methodology. The results suggest that Irene Testot-Ferry’s translation appears to be more oriented towards the source text. She tends to opt for English words that closely resemble their French counterparts, while T.V.F. Cuffe appears more independent in his word selection. Furthermore, T.V.F. Cuffe has a tendency to incorporate old-fashioned terms more frequently compared to Irene Testot-Ferry.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"465 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139836993","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}
Pub Date : 2024-02-14DOI: 10.61508/refl.v31i1.270825
Theera Roungtheera, Pornthip Supanfai
The little prince is among the most renowned French novels that have been translated into numerous languages. In English, there are several translations available. Each translator inevitably infuses their unique style into their translations. This study aims to investigate the styles of the translators exhibited in two English versions of this novel and to identify the differences in the approaches adopted by the two translators using a corpus-based method. The translations by Irene Testot-Ferry and T.V.F. Cuffe have been selected since they were both published in the same year by two prominent British publishers. The parallel model is adopted as the primary methodology. The results suggest that Irene Testot-Ferry’s translation appears to be more oriented towards the source text. She tends to opt for English words that closely resemble their French counterparts, while T.V.F. Cuffe appears more independent in his word selection. Furthermore, T.V.F. Cuffe has a tendency to incorporate old-fashioned terms more frequently compared to Irene Testot-Ferry.
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Pub Date : 2024-01-24DOI: 10.61508/refl.v31i1.270418
Budi Waluyo, Ali Zahabi, Luksika Ruangsung
The increasing popularity of the Common European Framework of Reference (CEFR) in non-native English-speaking countries has generated a demand for concrete examples in the creation of CEFR-based tests that assess the four main English skills. In response, this research endeavors to provide insight into the development and validation of a CEFR-based test aimed at evaluating undergraduate students’ English proficiency for placement tests and exit exams. The CEFR served as the framework for item development while Classical Test Theory informed the test evaluation process. A sample of 2,248 first-year students participated in Testing 1 and 3,655 first- and second-year students took part in Testing 2. The results of the analysis of the multiple-choice listening and reading tests indicated favorable levels of item difficulty and discrimination indices, as well as high reliability coefficients obtained from Cronbach’s alpha, Kuder-Richardson, and split-half reliability. The correlation and regression analyses revealed close relationships between the subtests and between each subtest and the total score, supporting the test’s criterion validity. The study also demonstrated significant predictive validity on TOEIC scores. The findings of this study offer implications for the development of university-level English proficiency tests that integrate CEFR levels and CTT analysis.
{"title":"Language Assessment at a Thai University: A CEFR-Based Test of English Proficiency Development","authors":"Budi Waluyo, Ali Zahabi, Luksika Ruangsung","doi":"10.61508/refl.v31i1.270418","DOIUrl":"https://doi.org/10.61508/refl.v31i1.270418","url":null,"abstract":"The increasing popularity of the Common European Framework of Reference (CEFR) in non-native English-speaking countries has generated a demand for concrete examples in the creation of CEFR-based tests that assess the four main English skills. In response, this research endeavors to provide insight into the development and validation of a CEFR-based test aimed at evaluating undergraduate students’ English proficiency for placement tests and exit exams. The CEFR served as the framework for item development while Classical Test Theory informed the test evaluation process. A sample of 2,248 first-year students participated in Testing 1 and 3,655 first- and second-year students took part in Testing 2. The results of the analysis of the multiple-choice listening and reading tests indicated favorable levels of item difficulty and discrimination indices, as well as high reliability coefficients obtained from Cronbach’s alpha, Kuder-Richardson, and split-half reliability. The correlation and regression analyses revealed close relationships between the subtests and between each subtest and the total score, supporting the test’s criterion validity. The study also demonstrated significant predictive validity on TOEIC scores. The findings of this study offer implications for the development of university-level English proficiency tests that integrate CEFR levels and CTT analysis.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"65 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139601997","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}
Pub Date : 2023-12-14DOI: 10.61508/refl.v31i1.269539
Man-Chit Chak
This research delves into the washback effects of the Hong Kong Diploma of Education Examination (HKDSE) on the learning strategies employed by secondary school students in Hong Kong. By surveying 50 students to assess their English learning strategy profiles, this study seeks to identify potential biases in strategy selection indicative of examination influence. A subset of participants was further interviewed, enabling a deeper exploration of the underlying reasons behind their strategy choices. Thematic analysis of these interviews revealed that while students recognize the intended washback of the examination on their learning strategies, its actual influence might be diminished by their reservations regarding high stakes testing’s effect on authentic English learning. The overarching sentiment expressed frustrations and conflict between the study of English language, and exam-centric pressures.
{"title":"Washback in Language Learning Strategies Under High Stakes Language Testing - A Study of the Hong Kong Secondary System","authors":"Man-Chit Chak","doi":"10.61508/refl.v31i1.269539","DOIUrl":"https://doi.org/10.61508/refl.v31i1.269539","url":null,"abstract":"This research delves into the washback effects of the Hong Kong Diploma of Education Examination (HKDSE) on the learning strategies employed by secondary school students in Hong Kong. By surveying 50 students to assess their English learning strategy profiles, this study seeks to identify potential biases in strategy selection indicative of examination influence. A subset of participants was further interviewed, enabling a deeper exploration of the underlying reasons behind their strategy choices. Thematic analysis of these interviews revealed that while students recognize the intended washback of the examination on their learning strategies, its actual influence might be diminished by their reservations regarding high stakes testing’s effect on authentic English learning. The overarching sentiment expressed frustrations and conflict between the study of English language, and exam-centric pressures.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138971420","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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