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Journal articles on the topic 'Language testing'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

Nejad, Ali Mansouri, Farhad Pakdel, and Ali Akbar Khansir. "Interaction between Language Testing Research and Classroom Testing Practice." Educational Process: International Journal 8, no. 1 (January 15, 2019): 59–71. http://dx.doi.org/10.22521/edupij.2019.81.4.

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2

Hasselgren, Angela. "Language Testing." System 30, no. 3 (September 2002): 400–402. http://dx.doi.org/10.1016/s0346-251x(02)00022-2.

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3

Noijons, José. "Testing Computer Assisted Language Testing." CALICO Journal 12, no. 1 (January 14, 2013): 37–58. http://dx.doi.org/10.1558/cj.v12i1.37-58.

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Much computer assisted language learning (CALL) material that includes tests and exercises looks attractive enough but is clearly lacking in terms of validation: the possibilities of the computer and the inventiveness of the programmers mainly determine the format of tests and exercises, causing possible harm to a fair assessment of pupils' language abilities. This article begins with a definition of computer assisted language testing (CALT), followed by a discussion of the various processes involved. E3oth advantages and disadvantages of CALT are outlined. Psychometric aspects of computer adaptive testing are then discussed. Issues of validity and reliability in CALT are acknowledged. A table of factors in CALT distinguishes between test content and the mechanics of taking a test, before, during and after a test. The various factors are examined and comprise a table for developing a CALT checklist. The article ends with a call for professional testers and developers of educational software to work together in developing CALT.

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Grotjahn, Rüdiger. "Testing spoken language." System 16, no. 3 (January 1988): 393–94. http://dx.doi.org/10.1016/0346-251x(88)90084-x.

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5

Kenyon, Dorry M., Lyle F. Bachman, and Adrian S. Palmer. "Language Testing in Practice." Modern Language Journal 82, no. 1 (1998): 143. http://dx.doi.org/10.2307/328718.

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6

Chalhoub-Deville, Micheline, Alister Cumming, and Richard Berwick. "Validation in Language Testing." Modern Language Journal 82, no. 2 (1998): 292. http://dx.doi.org/10.2307/329242.

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7

Terry, Robert M., and Arthur Hughes. "Testing for Language Teachers." Modern Language Journal 74, no. 3 (1990): 383. http://dx.doi.org/10.2307/327632.

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8

Davies, Alan. "COMPUTER-ASSISTED LANGUAGE TESTING." CALICO Journal 1, no. 5 (January 14, 2013): 41–43. http://dx.doi.org/10.1558/cj.v1i5.41-43.

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This paper was written as a report to the British Council's English Teaching Advisory Committee, July 1983.Despite current feelings among many that testing has come of age in CAI, there are several areas where we are still in need of better understanding. There are a number of testing techniques which can be effective if matched to our needs. One effective way to describe testing purposes and techniques is to describe the relationships between the population of all possible test items, the actual sample of this population to be used, and the learner's control of this sample. Only when correct principles of traditional testing are used, can we tap the usefulness of the computer's speed and memory to assist either the teacher or the learner.

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9

Pradeilles, Anne. "LTU : Language Testing Update." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 5, no. 3 (1986): 79–80. http://dx.doi.org/10.3406/apliu.1986.2512.

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10

Thaidan, Raad. "Washback in Language Testing." Education Journal 4, no. 1 (2015): 5. http://dx.doi.org/10.11648/j.edu.20150401.12.

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11

Malabonga, Valerie. "Book Review: Language testing." Language Testing 18, no. 3 (July 2001): 326–28. http://dx.doi.org/10.1177/026553220101800304.

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12

Douglas, Dan. "Developments in Language Testing." Annual Review of Applied Linguistics 15 (March 1995): 166–87. http://dx.doi.org/10.1017/s0267190500002671.

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In many ways, the year 1990 represented a watershed in language testing. In that year, the 12th annual Language Testing Research Colloquium took as its theme “A new decade of language testing research: Collaboration and cooperation.” The 1990 Colloquium was also dedicated to the memory of Michael Canale, whose work during the previous decade laid the groundwork for much of that of the 1990s. In 1990, a seminar sponsored by the Regional Language Centre in Singapore, on Language Testing and Programme Evaluation, focused on many of the problems in the field of language testing that militated against the hoped for progress of the 1980s. At both of these meetings, and at others involving language testing that year, discussions were held concerning the formation of an international professional association of language testers. The result was the formation of the International Language Testing Association in 1992. Also in 1990, a language testing computer “bulletin board,” LTEST-L, was established on Listserv, so that the international community of language testing researchers and practitioners could hold electronic “conferences” and share information and data on a world-wide basis. Finally, a number of important books on language testing were published in 1990, including works by Bachman, Davies, Heaton, and Weir, which have already had an influence on language testing research and development in the first half of the decade.

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13

Skehan, Peter. "Language testing. Part 1." Language Teaching 21, no. 4 (October 1988): 211–21. http://dx.doi.org/10.1017/s0261444800005218.

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Skehan, Peter. "Language testing part II." Language Teaching 22, no. 1 (January 1989): 1–13. http://dx.doi.org/10.1017/s0261444800005346.

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15

Kats, Lennart C. L., Rob Vermaas, and Eelco Visser. "Integrated language definition testing." ACM SIGPLAN Notices 46, no. 10 (October 18, 2011): 139–54. http://dx.doi.org/10.1145/2076021.2048080.

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16

Spolsky, Bernard. "Language Testing in The Modern Language Journal." Modern Language Journal 84, no. 4 (December 2000): 536–52. http://dx.doi.org/10.1111/0026-7902.00086.

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17

O'Sullivan, B. "Review: Multilingual Glossary of Language Testing Terms. Studies in Language Testing 6." Applied Linguistics 23, no. 2 (June 1, 2002): 273–75. http://dx.doi.org/10.1093/applin/23.2.273.

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18

Knoch, Ute. "Research in language assessment." Language Teaching 50, no. 1 (December 21, 2016): 138–42. http://dx.doi.org/10.1017/s0261444816000331.

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Since its inception in 1990, the Language Testing Research Centre (LTRC) at the University of Melbourne has earned an international reputation for its work in the areas of language assessment and testing as well as program evaluation. The mission of the centre is: (1) to carry out and promote research and development in language testing; (2) to develop tests and other appropriate proficiency measurement instruments for English and other languages; (3) to evaluate programmes of language learning and teaching; (4) to provide consultancy services in evaluation and testing; and (5) to provide education and training in the area of language assessment.

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19

Khalitovna, Ilona Israilova. "PILOT TESTING PROGRAM FOR ENGLISH LANGUAGE TEACHING IN MEDICAL SCHOOLS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 173–80. http://dx.doi.org/10.55640/eijmrms-02-04-31.

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This article analyzes the experimental program for running specific study in medical universities on improving quality of study. The main aim is to develop of communicative competence of future medical specialists in their professional activity. It focuses on concrete experiment held in 3 medical universities of Uzbekistan, with the description of program of pilot testing. In order to disseminate and generalize pedagogical experience, the article considers the relevance, theoretical foundations and methodology for conducting and implementing a pedagogical experiment in educational activities.

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20

Agcam, Reyhan, and M. Pinar Babanoglu. "Students’ Perceptions of Language Testing and Assessment in Higher Education." unibulletin 5, no. 1-2 (December 1, 2016): 66–77. http://dx.doi.org/10.22521/unibulletin.2016.512.6.

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21

Leskó, Dániel, and Máté Tejfel. "Testing framework for embedded languages." Computer Science and Information Systems 10, no. 4 (2013): 1647–59. http://dx.doi.org/10.2298/csis130115069l.

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Embedding a new programming language into an existing one is a widely used technique, because it fastens the development process and gives a part of a language infrastructure for free (e.g. lexical, syntactical analyzers). In this paper we are presenting a new advantage of this development approach regarding to adding testing support for these new languages. Tool support for testing is a crucial point for a newly designed programming language. It could be done in the hard way by creating a testing tool from scratch, or we could try to reuse existing testing tools by extending them with an interface to our new language. The second approach requires less work, and also it fits very well for the embedded approach. The problem is that the creation of such interfaces is not straightforward at all, because the existing testing tools are mostly not designed to be extendable and to be able to deal with new languages. This paper presents an extendable and modular model of a testing framework, in which the most basic design decision was to keep the - previously mentioned - interface creation simple and straightforward. Other important aspects of our model are the test data generation, the oracle problem and the customizability of the whole testing phase.

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22

Elder, Catherine, and Luke Harding. "Language testing and English as an international language." Australian Review of Applied Linguistics 31, no. 3 (January 1, 2008): 34.1–34.11. http://dx.doi.org/10.2104/aral0834.

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23

Elder, Catherine, and Luke Harding. "Language testing and english as an international language." Australian Review of Applied Linguistics 31, no. 3 (2008): 34.1–34.11. http://dx.doi.org/10.1075/aral.31.3.07eld.

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24

Leung, C. "Exploring Language Assessment and Testing: Language in Action." ELT Journal 69, no. 1 (November 24, 2014): 109–10. http://dx.doi.org/10.1093/elt/ccu065.

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25

Spolsky, Bernard, and Lyle F. Bachman. "Fundamental Considerations in Language Testing." Modern Language Journal 75, no. 4 (1991): 499. http://dx.doi.org/10.2307/329499.

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26

Byrnes, Heidi. "Recent Trends in Language Testing." IALLT Journal of Language Learning Technologies 25, no. 1 (January 15, 1992): 15–30. http://dx.doi.org/10.17161/iallt.v25i1.9449.

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27

Salmani Nodoushan, Mohammad Ali. "Performance Assessment In Language Testing." i-manager's Journal on School Educational Technology 3, no. 4 (May 15, 2008): 1–4. http://dx.doi.org/10.26634/jsch.3.4.640.

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28

Donkers, Adriane, Marta Arnaldo, Richard Dillon, and Jo Tombaugh. "USER TESTING A PROGRAMMING LANGUAGE." ACM SIGCHI Bulletin 23, no. 4 (October 1991): 42. http://dx.doi.org/10.1145/126729.1056017.

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29

Angelis, Paul J., Arthur Hughes, and Don Porter. "Current Developments in Language Testing." Modern Language Journal 69, no. 3 (1985): 293. http://dx.doi.org/10.2307/328354.

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30

Roever, Carsten, and Tim McNamara. "Language testing: the social dimension." International Journal of Applied Linguistics 16, no. 2 (July 2006): 242–58. http://dx.doi.org/10.1111/j.1473-4192.2006.00117.x.

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31

Huang, Rei-Jane, Joseph Hopkins, and Marilyn A. Nippold. "Satisfaction With Standardized Language Testing." Language, Speech, and Hearing Services in Schools 28, no. 1 (January 1997): 12–29. http://dx.doi.org/10.1044/0161-1461.2801.12.

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There is little documentation regarding which standardized tests of language development clinicians prefer and their degree of satisfaction with tests and the testing process. This study reports the results of a survey of 216 clinicians in a variety of work settings across the state of Oregon. Clinicians rated their degree of satisfaction with several factors associated with testing: time available for test administration and interpretation; funding available for purchasing tests; and psychometric properties of tests. The findings indicated that approximately one-half of the respondents expressed neutrality regarding overall satisfaction, with the remaining clinicians almost evenly split between expressing some degree of dissatisfaction or satisfaction. School clinicians were significantly less satisfied than clinicians in clinic/hospital settings. Clinicians with caseloads greater than 40 expressed significantly greater dissatisfaction with tests and the testing environment. Clinicians also indicated the tests most commonly used with four age groups that covered the birth-to-19 years age range. Possible sources of clinician dissatisfaction are also explored.

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32

Davidson, Fred. "The Identity of Language Testing." Language Assessment Quarterly 1, no. 1 (January 2004): 85–88. http://dx.doi.org/10.1207/s15434311laq0101_9.

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33

Cope, Nicholas. "Evaluating locally-developed language testing." Australian Review of Applied Linguistics 34, no. 1 (January 1, 2011): 40–59. http://dx.doi.org/10.1075/aral.34.1.03cop.

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The study reported here investigates the predictive validity of language assessments by ‘Direct Entry’ programs at an Australian University – programs developed on site for Non English Speaking Background international students, principally to provide (i) pre-entry academic and language preparation and (ii) language assessment for university admissions purposes. All 138 students in the sample had entered degree studies via one of the three programs that made up the locally-developed Direct Entry pathway. Inferential statistics (correlation and regression) showed the assessments awarded by two programs to satisfactorily predict academic outcomes, while predictive validity for one was not demonstrated. Descriptive statistics (mean pass rates and academic averages) then revealed a pattern of relatively poor academic performance in certain university disciplines to which particular Direct Entry programs were dedicated. Informed by principles of language program evaluation, the study’s outcomes were seen as both summative and formative: remedial strategies are accordingly recommended. While the specific relevance of the study’s findings is to the particular institutional context in which the study was conducted, the study instantiates a perspective on language assessment validation of broader relevance in an Australian context where locally-developed Direct Entry programs – about which the research literature is largely silent – are increasingly widespread.

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34

Schmitt, Diane. "Language Testing: Theories and Practices." System 40, no. 4 (December 2012): 569–71. http://dx.doi.org/10.1016/j.system.2012.10.007.

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35

Bachman, Lyle F. "Language Testing-SLA Research Interfaces." Annual Review of Applied Linguistics 9 (March 1988): 193–209. http://dx.doi.org/10.1017/s0267190500000891.

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Language testing [LT] research and second language acquisition [SLA] research are often seen as distinct areas of inquiry in applied linguistics. To oversimplify slightly, SLA research takes a longitudinal view, concerning itself primarily with the description and explanation of how second language proficiency develops, while LT research typically observes a “slice of life”, and attempts to arrive at a more or less static description of language proficiency at a given stage of development.

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36

Shohamy, Elana. "Discourse Analysis In Language Testing." Annual Review of Applied Linguistics 11 (March 1990): 115–31. http://dx.doi.org/10.1017/s0267190500001999.

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Language testing is concerned with the measurement of language. Language is the trait, and how we go about measuring it is the method. Trait involves the what, and method the how of testing. This paper will focus on the interaction between the what and the how, where the perspective of the what is the domain of discourse analysis. The paper will also review studies and tests that illustrate the degree to which the domain of discourse analysis has contributed to the theory, research, and development of language testing.

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37

Shohamy, Elana. "Performance Assessment in Language Testing." Annual Review of Applied Linguistics 15 (March 1995): 188–211. http://dx.doi.org/10.1017/s0267190500002683.

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In the past two decades, there has been a major shift in language testing towards the development and use of performance tests. The basis for this shift is the expectation that such tests would assess a more valid construct of what it really means to know a language. The purpose of this chapter is to review th topic of performance testing by focusing on its definitions, theory, development, and research. The chapter will begin with a review of the different definitions of performance testing and provide examples of the types of performance tests that have been developed and used. The chapter will then examine the extent to which performance tests have drawn upon the theoretical discussions of competence and performance. The next section will describe the research that has been carried out on performance tests. The chapter will end with an agenda for development and research on the manyu unanswered questions concerning performance testing.

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38

Kunnan, Antony John. "RECENT DEVELOPMENTS IN LANGUAGE TESTING." Annual Review of Applied Linguistics 19 (January 1999): 235–53. http://dx.doi.org/10.1017/s0267190599190123.

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In an earlier review for the Annual Review of Applied Linguistics, Douglas (1995) wrote, “the year 1990 represented a watershed in language testing” (p. 167). This decade, though by no means over, has taken the field even further in terms of theoretical and practical developments. A few examples should illustrate this point: For test theoreticians and researchers, models of communicative language ability have challenged the traditional skills–and–components models (Bachman 1990, Bachman and Palmer 1996); applications of Messick's (1989) expanded view of validation have balanced arguments previously made solely by measurement experts (Kunnan 1998a); discussions of policy and social considerations (McNamara 1998), fairness (Kunnan 1996; in press), critical language testing (Shohamy 1997a) and ethics and professionalism (Davies 1997a; 1997b) have added new beveled angles for debates; structural equation modeling has successfully asserted its role as useful quantitative methodology (Kunnan 1995; 1998b); and verbal protocol analysis has proved to be a viable qualitative methodology (Green 1997).

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39

Shohamy, Elana. "Critical language testing and beyond." Studies in Educational Evaluation 24, no. 4 (December 1998): 331–45. http://dx.doi.org/10.1016/s0191-491x(98)00020-0.

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40

Stevenson, Douglas K. "Language Testing Applied And Otherwise." Taaltoetsen 31 (January 1, 1988): 13–24. http://dx.doi.org/10.1075/ttwia.31.03ste.

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41

Alderson, J. Charles, Tineke Brunfaut, and Luke Harding. "Issues in Language Testing Revisited." Language Assessment Quarterly 11, no. 2 (April 3, 2014): 125–28. http://dx.doi.org/10.1080/15434303.2014.896365.

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42

Grabe, William. "Current developments in language testing." Lingua 70, no. 1 (September 1986): 61–67. http://dx.doi.org/10.1016/0024-3841(86)90031-8.

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43

Caminero, Rosario, and Nic Underhill. "Testing Spoken Language: A Handbook of Oral Testing Techniques." Modern Language Journal 72, no. 3 (1988): 337. http://dx.doi.org/10.2307/327517.

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44

LoRe, Anthony G., and Nic Underhill. "Testing Spoken Language. A Handbook of Oral Testing Techniques." Hispania 71, no. 4 (December 1988): 846. http://dx.doi.org/10.2307/343295.

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45

"Language testing." Language Teaching 39, no. 2 (April 2006): 123–25. http://dx.doi.org/10.1017/s0261444806243702.

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06–295Elder, Catherine (Monash U, Australia), Evaluating the effectiveness of heritage language education: What role for testing?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 196–212.06–296Fehring, Heather, Critical, analytical and reflective literacy assessment: Reconstructing practice. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 95–113.06–297Jenkins, Jennifer (King's College London, UK; Jennifer.jenkins@kcl.ac.uk), The spread of EIL: A testing time for testers. ELT Journal (Oxford University Press) 60.1 (2006), 42–50.06–298Leung, Constant & Jo Lewkowicz (King's College London, UK), Expanding horizons and unresolved conundrums: language testing and assessment. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 211–234.06–299Taylor, Linda (The U Cambridge Local Examinations Syndicate, UK; taylor.l@ucles.org.uk), The changing landscape of English: Implications for language assessment. ELT Journal (Oxford University Press) 60.1 (2006), 51–60.

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46

Cook, Kirby J. "Language Testing." Issues in Applied Linguistics 12, no. 1 (June 30, 2001). http://dx.doi.org/10.5070/l4121005044.

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47

"Language testing." Language Teaching 31, no. 1 (January 1998): 31–33. http://dx.doi.org/10.1017/s0261444800000896.

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"Language testing." Language Teaching 30, no. 1 (January 1997): 43–47. http://dx.doi.org/10.1017/s0261444800012684.

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"Language testing." Language Teaching 30, no. 2 (April 1997): 126–30. http://dx.doi.org/10.1017/s0261444800012854.

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"Language testing." Language Teaching 31, no. 2 (April 1998): 97–98. http://dx.doi.org/10.1017/s0261444800013008.

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