Pub Date : 2023-10-13DOI: 10.1186/s40468-023-00258-w
Tian Xia, Xuemin Chen, Hamid R. Parsaei, Feng Qiu
Abstract This paper presents a new method for accurately measuring the vocabulary size of second language (L2) learners. Traditional vocabulary size tests (VSTs) are limited in capturing a tester’s vocabulary and are often population-specific. To overcome these issues, we propose an intelligent vocabulary size measurement method that utilizes massive robot testers. They are equipped with randomized and word-frequency-based vocabularies to simulate L2 learners’ variant vocabularies. An intelligent vocabulary size test (IVST) is developed to precisely measure vocabulary size for any population. The robot testers “take” the IVST, which dynamically generates quizzes with varying levels of difficulty adapted to the estimated tester’s vocabulary size in real-time using an artificial neural network (ANN) through iterative learning. The effectiveness of the IVST is factually verified by their visible vocabularies. Additionally, we apply a long short-term memory (LSTM) model to further enhance the method’s performance. The proposed method has demonstrated high reliability and effectiveness, achieving accuracies of 98.47% for the IVST and 99.87% for the IVST with LSTM. This novel approach provides a more precise and reliable method for measuring vocabulary size in L2 learners compared to traditional VSTs, offering potential benefits to language learners and educators.
{"title":"An intelligent vocabulary size measurement method for second language learner","authors":"Tian Xia, Xuemin Chen, Hamid R. Parsaei, Feng Qiu","doi":"10.1186/s40468-023-00258-w","DOIUrl":"https://doi.org/10.1186/s40468-023-00258-w","url":null,"abstract":"Abstract This paper presents a new method for accurately measuring the vocabulary size of second language (L2) learners. Traditional vocabulary size tests (VSTs) are limited in capturing a tester’s vocabulary and are often population-specific. To overcome these issues, we propose an intelligent vocabulary size measurement method that utilizes massive robot testers. They are equipped with randomized and word-frequency-based vocabularies to simulate L2 learners’ variant vocabularies. An intelligent vocabulary size test (IVST) is developed to precisely measure vocabulary size for any population. The robot testers “take” the IVST, which dynamically generates quizzes with varying levels of difficulty adapted to the estimated tester’s vocabulary size in real-time using an artificial neural network (ANN) through iterative learning. The effectiveness of the IVST is factually verified by their visible vocabularies. Additionally, we apply a long short-term memory (LSTM) model to further enhance the method’s performance. The proposed method has demonstrated high reliability and effectiveness, achieving accuracies of 98.47% for the IVST and 99.87% for the IVST with LSTM. This novel approach provides a more precise and reliable method for measuring vocabulary size in L2 learners compared to traditional VSTs, offering potential benefits to language learners and educators.","PeriodicalId":37050,"journal":{"name":"Language Testing in Asia","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-08DOI: 10.1186/s40468-023-00257-x
Shin Dongil, Soohyeon Park, Eunhae Cho
Abstract Research on language planning and policy (LPP) has transcended beyond enacting government-initiated language policy and progressed towards uncovering inherent power relations. The discourse-analytical approach (DA) effectively captures the relation between texts and other elements of social practices. Therefore, this approach has been adopted to analyze the meaning-making process in ideologies, practices, and different social contexts. The current study expands on previous research and argues that language testing policies (LTP) be explored using the DA because the former is also produced within the discursive practices of intertextual and interdiscursive links among texts (e.g., policy documents and media texts) and social structures. Three empirical contexts are analyzed to demonstrate the need for introducing tests: (1) introducing the National English Ability Test to replace the preexisting English subject test of the College Scholastic Test in Korea to measure speaking, writing, reading, and listening skills; (2) adopting cut-off scores for graduation based on the Test of English for International Communication; and (3) implementing the Test of Proficiency in Korean scores for screening and regulating the flow of immigrants. The results facilitate an understanding of the variability in LTP contexts, thereby contributing to democratic pluralism in the LPP field.
{"title":"A review study on discourse-analytical approaches to language testing policy in the South Korean context","authors":"Shin Dongil, Soohyeon Park, Eunhae Cho","doi":"10.1186/s40468-023-00257-x","DOIUrl":"https://doi.org/10.1186/s40468-023-00257-x","url":null,"abstract":"Abstract Research on language planning and policy (LPP) has transcended beyond enacting government-initiated language policy and progressed towards uncovering inherent power relations. The discourse-analytical approach (DA) effectively captures the relation between texts and other elements of social practices. Therefore, this approach has been adopted to analyze the meaning-making process in ideologies, practices, and different social contexts. The current study expands on previous research and argues that language testing policies (LTP) be explored using the DA because the former is also produced within the discursive practices of intertextual and interdiscursive links among texts (e.g., policy documents and media texts) and social structures. Three empirical contexts are analyzed to demonstrate the need for introducing tests: (1) introducing the National English Ability Test to replace the preexisting English subject test of the College Scholastic Test in Korea to measure speaking, writing, reading, and listening skills; (2) adopting cut-off scores for graduation based on the Test of English for International Communication; and (3) implementing the Test of Proficiency in Korean scores for screening and regulating the flow of immigrants. The results facilitate an understanding of the variability in LTP contexts, thereby contributing to democratic pluralism in the LPP field.","PeriodicalId":37050,"journal":{"name":"Language Testing in Asia","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract There are a few empirical studies on comparative effects of CALL-based assessment and traditional assessment on Iranian EFL students’ vocabulary learning; therefore, the present research tried to fill this gap. To achieve this purpose, the NELT was administered to 89 EFL students, and 58 of them whose level of English proficiency was the intermediate were chosen for the target sample of the current research. Then, they were randomly divided into two groups of control and experimental, and a vocabulary pre-test was given to them. Next, the experimental group (EG) received a CALL-based assessment treatment, and the control group (CG) received a traditional-based assessment instruction. After instructing 100 new words to both groups, a vocabulary post-test was conducted, and an ANCOVA test and a paired samples t -test were utilized to analyze the scores of the pre- and post-tests. The gained outcomes indicated that the EG outstripped the CG on the post-test of vocabulary. It was concluded that using the CALL-based assessment was more useful than the conventional assessment for learning English vocabulary items. The research findings can be beneficial for EFL teachers, learners, and curriculum designers.
{"title":"Models of assessment in the classroom: a comparative research of CALL-based vs. traditional assessment on vocabulary learning among Iranian EFL learners","authors":"Fatemeh Shamshiri, Fariba Rahimi Esfahani, Seyed Esmail Hosseini","doi":"10.1186/s40468-023-00259-9","DOIUrl":"https://doi.org/10.1186/s40468-023-00259-9","url":null,"abstract":"Abstract There are a few empirical studies on comparative effects of CALL-based assessment and traditional assessment on Iranian EFL students’ vocabulary learning; therefore, the present research tried to fill this gap. To achieve this purpose, the NELT was administered to 89 EFL students, and 58 of them whose level of English proficiency was the intermediate were chosen for the target sample of the current research. Then, they were randomly divided into two groups of control and experimental, and a vocabulary pre-test was given to them. Next, the experimental group (EG) received a CALL-based assessment treatment, and the control group (CG) received a traditional-based assessment instruction. After instructing 100 new words to both groups, a vocabulary post-test was conducted, and an ANCOVA test and a paired samples t -test were utilized to analyze the scores of the pre- and post-tests. The gained outcomes indicated that the EG outstripped the CG on the post-test of vocabulary. It was concluded that using the CALL-based assessment was more useful than the conventional assessment for learning English vocabulary items. The research findings can be beneficial for EFL teachers, learners, and curriculum designers.","PeriodicalId":37050,"journal":{"name":"Language Testing in Asia","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135352084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1186/s40468-023-00256-y
Hoang Yen Phuong, Quoc Toan Phan, Thanh Thao Le
Abstract This research investigates the effectiveness of utilizing analytic rubrics in peer-assessment (PA) and self-assessment (SA) methodologies to enhance the proficiency of English as a Foreign Language (EFL) students’ essay writing skills in the Vietnamese context. It further contributes to the existing body of literature regarding formative assessment and its potential to improve student learning outcomes. A total of 44 university students, all English majors, were divided into two distinct groups, each consisting of 22 participants. One group applied analytic rubrics for SA, while the other used the same tool for PA. The writing performance of the two groups was assessed and compared in pre and post-tests. The findings revealed no significant difference between the SA and PA groups in the pre-test. However, in the post-test, the SA group demonstrated significantly superior performance compared to the PA group, with noticeable improvements across all evaluated criteria. Moreover, these results showed that the use of analytic rubrics in SA and PA methods positively impacted the EFL students’ writing skills, particularly in the areas of content and language use. This has practical implications for teachers, curriculum developers, and policymakers in designing and implementing formative assessment strategies for EFL learners. Further research is needed to examine the long-term effects of employing analytic rubrics, and to understand the potential influence of other contextual factors on student learning outcomes.
{"title":"The effects of using analytical rubrics in peer and self-assessment on EFL students’ writing proficiency: a Vietnamese contextual study","authors":"Hoang Yen Phuong, Quoc Toan Phan, Thanh Thao Le","doi":"10.1186/s40468-023-00256-y","DOIUrl":"https://doi.org/10.1186/s40468-023-00256-y","url":null,"abstract":"Abstract This research investigates the effectiveness of utilizing analytic rubrics in peer-assessment (PA) and self-assessment (SA) methodologies to enhance the proficiency of English as a Foreign Language (EFL) students’ essay writing skills in the Vietnamese context. It further contributes to the existing body of literature regarding formative assessment and its potential to improve student learning outcomes. A total of 44 university students, all English majors, were divided into two distinct groups, each consisting of 22 participants. One group applied analytic rubrics for SA, while the other used the same tool for PA. The writing performance of the two groups was assessed and compared in pre and post-tests. The findings revealed no significant difference between the SA and PA groups in the pre-test. However, in the post-test, the SA group demonstrated significantly superior performance compared to the PA group, with noticeable improvements across all evaluated criteria. Moreover, these results showed that the use of analytic rubrics in SA and PA methods positively impacted the EFL students’ writing skills, particularly in the areas of content and language use. This has practical implications for teachers, curriculum developers, and policymakers in designing and implementing formative assessment strategies for EFL learners. Further research is needed to examine the long-term effects of employing analytic rubrics, and to understand the potential influence of other contextual factors on student learning outcomes.","PeriodicalId":37050,"journal":{"name":"Language Testing in Asia","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134913744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05DOI: 10.1186/s40468-023-00255-z
Farhad Ghiasvand, Akbar A. Jahanbakhsh, Pardis Sharifpour
{"title":"Designing and validating an assessment agency questionnaire for EFL teachers: an ecological perspective","authors":"Farhad Ghiasvand, Akbar A. Jahanbakhsh, Pardis Sharifpour","doi":"10.1186/s40468-023-00255-z","DOIUrl":"https://doi.org/10.1186/s40468-023-00255-z","url":null,"abstract":"","PeriodicalId":37050,"journal":{"name":"Language Testing in Asia","volume":"13 1","pages":"1-22"},"PeriodicalIF":2.8,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41979921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-25DOI: 10.1186/s40468-023-00254-0
Mohammad Ahmadi Safa, Hamidreza Sheykholmoluki
{"title":"An impact study of the Iranian National University Entrance Exam from students and parents’ perspectives","authors":"Mohammad Ahmadi Safa, Hamidreza Sheykholmoluki","doi":"10.1186/s40468-023-00254-0","DOIUrl":"https://doi.org/10.1186/s40468-023-00254-0","url":null,"abstract":"","PeriodicalId":37050,"journal":{"name":"Language Testing in Asia","volume":"13 1","pages":"1-24"},"PeriodicalIF":2.8,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45819722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-21DOI: 10.1186/s40468-023-00253-1
Edwin Gustavo Estrada-Araoz, B. Sayed, Gulnorakhon Gulyamovna Niyazova, Desta Lami
{"title":"Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation","authors":"Edwin Gustavo Estrada-Araoz, B. Sayed, Gulnorakhon Gulyamovna Niyazova, Desta Lami","doi":"10.1186/s40468-023-00253-1","DOIUrl":"https://doi.org/10.1186/s40468-023-00253-1","url":null,"abstract":"","PeriodicalId":37050,"journal":{"name":"Language Testing in Asia","volume":" ","pages":"1-29"},"PeriodicalIF":2.8,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48676882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.1186/s40468-023-00250-4
Nozomu Wong Katagiri
{"title":"How sociocultural factors mediate washback effect: a study of the Hong Kong Diploma of Secondary Education Examination English Language Paper 4","authors":"Nozomu Wong Katagiri","doi":"10.1186/s40468-023-00250-4","DOIUrl":"https://doi.org/10.1186/s40468-023-00250-4","url":null,"abstract":"","PeriodicalId":37050,"journal":{"name":"Language Testing in Asia","volume":" ","pages":"1-18"},"PeriodicalIF":2.8,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43021687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1186/s40468-023-00252-2
B. Wicaksono, S. Ismail, Shakhnoza Akmalovna Sultanova, Dejen Abeba
{"title":"I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction","authors":"B. Wicaksono, S. Ismail, Shakhnoza Akmalovna Sultanova, Dejen Abeba","doi":"10.1186/s40468-023-00252-2","DOIUrl":"https://doi.org/10.1186/s40468-023-00252-2","url":null,"abstract":"","PeriodicalId":37050,"journal":{"name":"Language Testing in Asia","volume":" ","pages":"1-18"},"PeriodicalIF":2.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45417546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1186/s40468-023-00251-3
Tribhuwan Kumar, S. M. A. Soozandehfar, Arash Hashemifardnia, Rasoul Mombeini
{"title":"Self vs. peer assessment activities in EFL-speaking classes: impacts on students’ self-regulated learning, critical thinking, and problem-solving skills","authors":"Tribhuwan Kumar, S. M. A. Soozandehfar, Arash Hashemifardnia, Rasoul Mombeini","doi":"10.1186/s40468-023-00251-3","DOIUrl":"https://doi.org/10.1186/s40468-023-00251-3","url":null,"abstract":"","PeriodicalId":37050,"journal":{"name":"Language Testing in Asia","volume":" ","pages":"1-22"},"PeriodicalIF":2.8,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45315053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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