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1
Dion, Sheri. "L2 French Writing Assessment: A Methodological Critique." Journal for Language Teaching 53, no. 2 (March 3, 2021): 11–25. http://dx.doi.org/10.4314/jlt.v53i2.1.
Повний текст джерелаАнотація:
This paper presents a methodological critique of three empirical studies in second language (L2) French writing assessment. To distinguish key themes in French L2 writing assessment, a literature review was conducted resulting in the identification of 27 studies that were categorized into three major themes. The three studies examined in this article each represent one theme respectively. Within this analysis, the underlying constructs being measured are identified, and the strengths and limitations are deliberated. Findings from this detailed examination suggest that three examined studies in L2 French writing assessment have significant methodological flaws that raise questions about the claims being made. From this investigation, several studyspecific recommendations are made, and four general recommendations for improving French L2 writing assessment are offered: (1) the social setting in which L2 assessments take place ought to be a consideration (2) the difficulty of tasks and time on task should be taken into account (3) greater consistency should be used when measuring and denoting a specific level of instruction (i.e. “advanced”) and (4) universal allusions to “fluency” should be avoided when generalizing one component of L2 competency (such as writing achievement) to other aspects of L2 development.
Key words: French writing, methodological critique, written assessment, language assessment, second language writing assessment
2
Kushki, Ali, and Hossein Nassaji. "L2 Reading Assessment from a Sociocultural Theory Perspective: The Contributions of Dynamic Assessment." Education Sciences 14, no. 4 (March 24, 2024): 342. http://dx.doi.org/10.3390/educsci14040342.
Повний текст джерелаАнотація:
Our understanding of assessing L2 reading has significantly expanded in recent years, including both theoretical and practical aspects. There is a growing consensus that reading comprehension involves multiple skills and subskills. Classroom-based assessment practices reflecting such conceptualizations have also become widely utilized. This article explores the Vygotskyan sociocultural theory (SCT) and its implications for L2 reading assessment, with a specific focus on dynamic assessment as an effective classroom-based approach for L2 reading and literacy instruction. We will review the research that has applied DA principles to the assessment and teaching of L2 reading. We conclude by outlining potential avenues for future DA research and L2 reading instruction.
3
Stoynoff, Stephen. "Research agenda: Priorities for future research in second language assessment." Language Teaching 45, no. 2 (February 24, 2012): 234–49. http://dx.doi.org/10.1017/s026144481100053x.
Повний текст джерелаАнотація:
In a recent state-of-the-art (SoA) article (Stoynoff 2009), I reviewed some of the trends in language assessment research and considered them in light of validation activities associated with four widely used international measures of L2 English ability. This Thinking Allowed article presents an opportunity to revisit the four broad areas of L2 assessment research (conceptualizations of the L2 construct, validation theory and practice, the application of technology to language assessment, and the consequences of assessment) discussed in the previous SoA and to propose tasks I believe will promote further advances in L2 assessment. Of course, the research tasks I suggest represent a personal stance and readers are encouraged to consider additional perspectives, including those expressed by Bachman (2000), Chalhoub-Deville & Deville (2005), McNamara & Roever (2006), Shaw & Weir (2007), and Stansfield (2008). Moreover, readers will find useful descriptions of current research approaches to investigating L2 assessments in Lumley & Brown (2005), Weir (2005a), Chapelle, Enright & Jamieson (2008), Lazaraton (2008), and Xi (2008).
4
Kamalvand, Ajad, and Mohammad Javad Mohammadi. "Evaluating Iranian L2 Teachers’ Assessment Literacy for L2 Pragmatics by Applying the CEFR’s Pragmatic Competence Model: Possible Sociocultural-Informed Solutions." MEXTESOL Journal 48, no. 2 (April 28, 2024): 1–9. http://dx.doi.org/10.61871/mj.v48n2-4.
Повний текст джерелаАнотація:
Nearly all multidimensional models of communication competence have pragmatic competence at their core. Proper assessment of second language (L2) pragmatics makes many demands on L2 teachers, both in terms of understanding the construct and in language test development. Therefore, being assessment literate helps teachers in developing effective tests geared toward educational outcomes. Despite the importance of assessment literacy (AL) for pragmatics, the field is still under-researched. Mindful of this fact and the significance of pragmatics in L2 learning and assessment, this study adopted the Common European Framework of Reference (CEFR) model of pragmatic competence to examine Iranian L2 teachers’ AL for L2 pragmatics and linked the results to the Sociocultural Theory (SCT) for formulating theoryinformed answers to the problems in the teachers’ assessment of L2 pragmatics. Group interviews were run with 67 participants and then qualitative and quantitative content analyses were performed. The paper discusses the identified problems in the assessment of L2 pragmatics and offers recommendations for raising L2 teachers’ AL for L2 pragmatics.
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Isaacs, Talia, and Luke Harding. "Pronunciation assessment." Language Teaching 50, no. 3 (May 31, 2017): 347–66. http://dx.doi.org/10.1017/s0261444817000118.
Повний текст джерелаАнотація:
After an extended period of being on the periphery, numerous advancements in the field of second language (L2) pronunciation over the past decade have led to increased activity and visibility for this subfield within applied linguistics research. As Derwing (2010) underscored in her 2009 plenary at the first annual Pronunciation in Second Language Learning and Teaching (PSLLT) conference, a record number of graduate students researching L2 pronunciation and subsequently launching into academic positions at international universities assures L2 pronunciation a bright future in research and teacher training. Other indicators of momentum include the focus of a Language Teaching timeline on the topic of pronunciation (Munro & Derwing 2011), the appearance of multiple encyclopedia volumes or handbooks of pronunciation (e.g. Levis & Munro 2013; Reed & Levis 2015), and the establishment of the specialized Journal of Second Language Pronunciation in 2015, which constitutes a milestone in the professionalization of the field and ‘an essential step toward a disciplinary identity’ (Levis 2015: 1).
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Ducasse, Ana Maria. "Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context." Languages 7, no. 1 (January 29, 2022): 26. http://dx.doi.org/10.3390/languages7010026.
Повний текст джерелаАнотація:
This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoken reflection and group spoken reflection. Building on previous research, this study explores a group of advanced Spanish L2 learners (n = 25) reflecting on five multi-modal e-assessments through individually assessed oral audio-recorded post-assessment reflection tasks (n = 125). A thematic content analysis applied to transcriptions yields findings from a pedagogical perspective on language learning, completing assessments and personal affective responses. The learners’ candid and explicit orientations towards various types of multimodal language-learning e-assessment tasks offer instructors information on learners’ awareness of classroom-based assessment tasks being enablers for individual learning goals.
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Chandio, Muhammad Tufail, and Saima Jafferi Jafferi. "Teaching English as a Language not Subject by Employing Formative Assessment." Journal of Education and Educational Development 2, no. 2 (February 8, 2016): 151. http://dx.doi.org/10.22555/joeed.v2i2.444.
Повний текст джерелаАнотація:
English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional assessment focuses on only writing and reading skills and the listening and speaking skills of L2 remain excluded. There is a great emphasis on summative assessments, which contribute to a qualification; however, formative assessments, which provide timely and continuous appraisal and feedback, remain ignored. Summative assessment employs only paper-and- pencil based test, while the other current means of alternative assessments like self-assessment, peer-assessment, and portfolio assessment have not been incorporated, and explored yet. Teaching English as a subject not as a language, employing summative assessment not formative, depending on paper-and-pencil based test, and not using the alternative modes of assessment are some of the questions this study will deal with. The study under discussion suggests that current approaches employed for teaching English are misplaced as these take a subject teaching approach rather than a language teaching approach. It also argues for the paradigm shift from a product to process approach to assessment by administering modern alternative assessments.
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He, Ling. "Direct assessment of second language writing: Holistic and analytic scoring." Westcliff International Journal of Applied Research 2, no. 1 (April 1, 2018): 37–48. http://dx.doi.org/10.47670/wuwijar201821lh.
Повний текст джерелаАнотація:
Direct assessment of second language (L2) writing skill, in which a student is usually assessed by means of an essay on a topic during a limited time period, has been used as a valid measurement of ability to write in comparison to indirect assessment of writing through multiple-choices. Although both direct and indirect assessments have a risk of reliability, it is effectively argued that direct assessment is more representative of the integrative aspects of writing (Coffman,1966; Morris-Friehe & Leuenberger, 1992). In this era of globalization, a large number of culturally and linguistically diverse students seek higher education in North America. Direct assessment of L2 writing skill is widely used to assess these newly-arrived students’ English proficiency for placement decisions at the beginning of their university programs in the target language. As such, understanding direct assessment of L2 writing is paramount to improve assessment procedures for test validity and fairness. This article reviews direct assessment of L2 writing in the existent research literature with an attention to its two major scoring rubrics: holistic and analytic. The literature review concludes that the purpose of the writing task is significant in deciding which scoring method to use in specific contexts.
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Huang, Heng-Tsung Danny. "Test-Taking Strategies in L2 Assessment." Perceptual and Motor Skills 123, no. 1 (July 28, 2016): 64–90. http://dx.doi.org/10.1177/0031512516660699.
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Li, Mimi. "Leveraging ChatGPT for Second Language Writing Feedback and Assessment." International Journal of Computer-Assisted Language Learning and Teaching 14, no. 1 (November 15, 2024): 1–11. http://dx.doi.org/10.4018/ijcallt.360382.
Повний текст джерелаАнотація:
This paper discusses the increasingly prominent role of ChatGPT in providing feedback and assessment for L2 writing in the digital age. It reviews representative studies that address five research strands about the use of ChatGPT in L2 writing contexts. After a critical evaluation of the existing literature, the author extensively explains four innovative sub-topics on leveraging ChatGPT for L2 writing feedback and assessment, drawing on multiple creative projects undertaken by her research team. These include: 1) ChatGPT-student collaboration in the L2 writing process; 2) ChatGPT-supported teacher feedback; 3) collaborative processing of ChatGPT feedback; and 4) the potential of ChatGPT for L2 writing assessment. This paper also addresses the importance of teacher training on the use of GenAI in language and writing instruction.
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Li, Ziyu,. "Diagnostic Assessment in L2 Reading Based on Diagnostic Principles." English Language Teaching and Linguistics Studies 6, no. 3 (May 30, 2024): p147. http://dx.doi.org/10.22158/eltls.v6n3p147.
Повний текст джерелаАнотація:
In recent years, L2 reading becomes a hot research topic that most language teaching researchers concerned about in Second or Foreign Language (SFL) field. About L2 reading assessment, a new research perspective proposed by Alderson, Brunfaut and Harding (2014) stated that diagnosis could be practiced across a range of professions in order to develop a tentative framework for a theory of diagnosis in SFL assessment (Alderson et al., 2015). There remained a question to be discussed: how to implement a diagnostic assessment and diagnostic principles in L2 reading efficiently. This paper will illustrate the set of principles (Alderson et al.) by first outlining the stages of a diagnostic process built on these principles after analyzing L1 reading and L2 reading respectively. Then, it will discuss the implications of this process for the diagnostic assessment of reading in order to improve students’ L2 reading ability through diagnostic assessment.
12
Moqbel, Marwan Saeed Saif, and Abdu M. Talib Al-Kadi. "Foreign Language Learning Assessment in the Age of ChatGPT." Journal of English Studies in Arabia Felix 2, no. 1 (May 20, 2023): 71–84. http://dx.doi.org/10.56540/jesaf.v2i1.62.
Повний текст джерелаАнотація:
In the Artificial Intelligence (AI) age now, foreign language learners can get unlimited support on their learning tasks from advanced AI chatbots, primarily the ChatGPT. At the same time, such a language chatbot intensifies the importance of rethinking learning outcome assessment. Traditional assessments that draw on a teach-and-test- approach are of little use and no longer valid for a comprehensive understanding of students’ knowledge and skills that they, by and large, obtain in informal learning settings and contribute to their overall performance. Hence, alternative assessments can reflect more on learners’ actual performance that likely involves AI chatbots and yet goes unnoticed by traditional assessment. This paper discusses alternative assessments regarding their nature, forms, characteristics, advantages, and integration into L2 programs. It establishes a foundational theoretical account for future research that would take place when ChatGPT becomes commonplace in the worldwide L2 contexts. It charts new research territories and passes the torch to second and foreign-language learning assessors to reflect on their teaching situations and reimagine L2 programs in light of the affordances of the ChatGPT, which has made a significant breakthrough in learning and teaching languages.
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Park, Mi Sun. "Rater Effects on L2 Oral Assessment: Focusing on Accent Familiarity of L2 Teachers." Language Assessment Quarterly 17, no. 3 (March 16, 2020): 231–43. http://dx.doi.org/10.1080/15434303.2020.1731752.
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Lo, Yuen Yi, Wai-mei Lui, and Mona Wong. "Scaffolding for cognitive and linguistic challenges in CLIL science assessments." Journal of Immersion and Content-Based Language Education 7, no. 2 (September 25, 2019): 289–314. http://dx.doi.org/10.1075/jicb.18028.lo.
Повний текст джерелаАнотація:
Abstract In Content and Language Integrated Learning (CLIL) programmes, students learn some non-language content subjects through a second/foreign language (L2), and their content knowledge is often assessed in their L2. It follows that students are likely to face challenges in both cognitive and linguistic aspects in assessments. Yet, there has been limited research exploring whether and how CLIL teachers help their students cope with those challenges. This multi-case study seeks to address this issue by investigating the instructional and assessment practices of two science teachers in Hong Kong secondary schools. The two teachers presented an interesting contrast – one teacher incorporated both implicit and explicit language instruction in her lessons, so her students were well prepared for the assessment tasks; the other teacher’s instructional and assessment practices were heavily content-oriented, and it is not sure whether students mastered both content and L2. These findings illuminate CLIL pedagogy and teacher education.
15
Zhao, Cecilia Guanfang, and Linyu Liao. "Metacognitive strategy use in L2 writing assessment." System 98 (June 2021): 102472. http://dx.doi.org/10.1016/j.system.2021.102472.
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HERAZO, JOSÉ DAVID, KRISTIN J. DAVIN, and ANAMARIA SAGRE. "L2 Dynamic Assessment: An Activity Theory Perspective." Modern Language Journal 103, no. 2 (April 21, 2019): 443–58. http://dx.doi.org/10.1111/modl.12559.
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Huang, Heng-Tsung Danny. "Exploring strategy use in L2 speaking assessment." System 63 (December 2016): 13–27. http://dx.doi.org/10.1016/j.system.2016.08.009.
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18
Cohen, Andrew D. "Issues in the assessment of L2 pragmatics." Lodz Papers in Pragmatics 16, no. 1 (July 28, 2020): 15–31. http://dx.doi.org/10.1515/lpp-2020-0002.
Повний текст джерелаАнотація:
AbstractThis paper highlights areas of concern in the assessment of pragmatics, with the intent of stimulating fresh thinking about the assessment of pragmatics both for research purposes and as a part of classroom instruction. It starts by considering what aspects of ability in pragmatics to assess, and then contrasts the trade-off between the feasibility of obtaining data and the ultimate importance of the data. Next, the conspicuous lack of assessment of ability in L2 pragmatics in language classes is noted. Then follow sections on topics all relating primarily to the assessment of pragmatics for research purposes – the use of mixed methods, data elicitation procedures, and norms used in determining the appropriateness of any given performance in pragmatics. The last two topics deal, respectively, with the perceived relevance of the given assessment by the learners and with the value of collecting verbal report data from the respondents as a means for validating the assessment measures. Finally, considerations regarding the most prominent of these issues are provided.
19
Little, David. "The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact." Language Teaching 39, no. 3 (July 2006): 167–90. http://dx.doi.org/10.1017/s0261444806003557.
Повний текст джерелаАнотація:
Since its circulation in two draft versions in 1996, and especially since its commercial publication in English and French in 2001, the Common European Framework of Reference for Languages (CEFR) has come to dominate discussion of L2 curricula, the assessment of L2 proficiency, and L2 teaching and learning in Europe. Although it is widely referred to, however, the CEFR remains relatively little known beyond the summaries of its six proficiency levels presented in the so-called ‘global scale’ and ‘self-assessment grid’. This article summarises the CEFR's content, purpose, and origins; describes its reception, paying particular attention to its impact on L2 teaching and learning (especially via its companion piece, the European Language Portfolio) and on the assessment of L2 proficiency; and concludes with a brief consideration of present challenges and future prospects.
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Tremblay, Annie. "PROFICIENCY ASSESSMENT STANDARDS IN SECOND LANGUAGE ACQUISITION RESEARCH." Studies in Second Language Acquisition 33, no. 3 (July 20, 2011): 339–72. http://dx.doi.org/10.1017/s0272263111000015.
Повний текст джерелаАнотація:
The present study aims to sensitize SLA researchers to the importance of documenting and controlling for their participants’ proficiency in the target language, with the goal of establishing more robust proficiency assessment standards in experimental research. First, this article presents a survey of recent (2000–2008) foreign and second-language (L2) acquisition studies that show that such standards have yet to be met. Second, it demonstrates the validity, reliability, and practicality of a cloze (i.e., fill-in-the-blank) test designed to discriminate among L2 learners of French at different proficiency levels. Subject and item analyses are performed on the cloze test scores of 169 L2 learners of French from various language backgrounds. The relationship between these scores and the learners’ language background is examined. Cutoff points between proficiency levels are identified in the data. The test then is shared with scholars so that those working with a similar population of L2 learners of French can also use it.
21
Lu, Xiaofei. "Automated measurement of syntactic complexity in corpus-based L2 writing research and implications for writing assessment." Language Testing 34, no. 4 (September 19, 2017): 493–511. http://dx.doi.org/10.1177/0265532217710675.
Повний текст джерелаАнотація:
Research investigating corpora of English learners’ language raises new questions about how syntactic complexity is defined theoretically and operationally for second language (L2) writing assessment. I show that syntactic complexity is important in construct definitions and L2 writing rating scales as well as in L2 writing research. I describe the operationalizations of syntactic complexity measurement in corpus-based L2 writing research, focusing on the Biber Tagger (Biber, Johansson, Leech, Conrad, & Finegan, 1999), Coh-Metrix (McNamara, Graesser, McCarthy, & Cai, 2014), and L2 Syntactic Complexity Analyzer (Lu, 2010), which are three tools commonly used to automate syntactic complexity analysis. A review of findings from recent corpus-based L2 writing studies on the relationship of syntactic complexity to L2 writing quality follows. I conclude with a discussion of the implications of these multiple perspectives on the definition of syntactic complexity in L2 studies.
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Chan, Stephanie W. Y., Wai Ming Cheung, Yanli Huang, Wai-Ip Lam, and Chin-Hsi Lin. "Development and validation of a Chinese character acquisition assessment for second-language kindergarteners." Language Testing 37, no. 2 (October 5, 2019): 215–34. http://dx.doi.org/10.1177/0265532219876527.
Повний текст джерелаАнотація:
Demand for second-language (L2) Chinese education for kindergarteners has grown rapidly, but little is known about these kindergarteners’ L2 skills, with existing studies focusing on school-age populations and alphabetic languages. Accordingly, we developed a six-subtest Chinese character acquisition assessment to measure L2 kindergarteners’ abilities to make associations among the forms, sounds, and meanings of 40 Chinese characters, and administered it to 173 five- and six-year-old L2 kindergarteners in Hong Kong. We found a high model-to-data fit using the two-parameter logistic item response theory model ( MSinfit = .87 to 1.07, ps > .41). Of the 40 items, 36 exhibited a range of difficulty and good discrimination. Internal consistency reliability and inter-rater reliability were also high. The children scored highest in the category of meaning-sound associations, followed by mapping from meaning to form. The results demonstrate that the instrument is adequately valid and reliable for assessing L2 kindergarteners’ character acquisition and imply that child L2 learners may develop abilities to map meanings and sounds prior to their development of form-related mapping. With minor modifications, the developed instrument can be used in various child Chinese L2 programs around the world.
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Lee, Jinyoung. "A Case Study on the Development of L2 Listening Inferencing Skills Through the Interactionist Dynamic Assessment." STEM Journal 25, no. 2 (May 31, 2024): 14–25. http://dx.doi.org/10.16875/stem.2024.25.2.14.
Повний текст джерелаАнотація:
This case study aimed to explore how interactionist dynamic assessment (DA) grounded in sociocultural theory influences the development of inferencing skills in L2 listening comprehension. Dynamic assessment refers to a combined approach of assessment and learning. While interventionist DA provides uniform scaffolding predetermined by the instructor, interactionist DA presents learners with scaffolding contingent on emerging problems or difficulties. To date, while a handful of studies have shed light on the influence of the two DAs on L2 grammatical progress as part of L2 production skills, few have explored its impact on the progress of L2 listening comprehension or on the specific skill of inferencing that often poses obstacles to L2 listeners. Two tertiary-level students from an EFL general English class participated in weekly one hour-long Zoom-mediated interactionist DA sessions over 6 weeks with an experienced L2 listening instructor and researcher using TED Talks. The findings suggested that interactionist DA had a positive effect on the development of L2 inferencing skills. However, the trajectory of the development over the period exhibited a nonlinear pattern with an idiosyncratic repetition of growth and retreat in the development of inferencing skills. Pedagogical implications and directions for further research are discussed.
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Liu, Qing. "L2 Pragmatic Competence in Chinese Secondary Schools - Teaching Approaches, Teaching Materials, and Classroom-Based Assessment." Asian Education Studies 4, no. 1 (April 25, 2019): 22. http://dx.doi.org/10.20849/aes.v4i1.604.
Повний текст джерелаАнотація:
English as a L2 (second language) is compulsory in many countries’ education. However, the pragmatic competence is far less developed, compared with the grammatical competence. This situation leads to a fact that many students are confident in grammar-oriented tests, but afraid of starting a conversation. Or, in many cases, the students may bewilder the native speakers. This paper concerns the teachability of L2 (Second Language) pragmatic competence in Chinese secondary schools. It starts with a relatively comprehensive introduction of some very basic concepts, including pragmatics, pragmatic competence, and ILP (interlanguage pragmatics). Next, the necessity of consciously learning of L2 pragmatic competence is discussed within the specific context, as well as its teachability. After that, challenges of L2 pragmatic competence teaching are raised from three aspects: 1) challenges for teachers in the teaching process; 2) lack of authentic L2 pragmatic input; and 3) the testing and assessment of L2 pragmatic competence. Finally, feasible ways to facilitate the teaching application of L2 pragmatic competence are proposed.
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Wulff, Nadja, and Sandra McGury. "Preliminary findings and research perspectives on the German modal sollen in L2 written assessments." Glottodidactica 51, no. 1 (July 9, 2024): 89–102. http://dx.doi.org/10.14746/gl.2024.51.1.5.
Повний текст джерелаАнотація:
Modal verbs represent a special verb category and constitute an essential component of L2 German semantics. While Abrams and Rott (2017) suggest that German learner texts depict a 90% accuracy in the correct use of modal verbs in integrative writing tasks, the correct semantic use of the modal sollen (‘supposed to’; ‘should’) seems to pose a particular challenge (Jentges 2016), especially in an assessment context. In this corpus analysis, 1,032 L2 German assessment texts across all CEFR levels were analyzed with respect to the L2 semantic use of sollen against the backdrop of the assessment prompts. 68% of instances of all uses of sollen in A1 texts and 53% of all uses of sollen in A2 texts showed an inappropriate semantic use of sollen. The discrepancy between these results and Abrams and Rott (2017) can be attributed to the prompts used in the assessments analyzed in this paper: They do not take into consideration the semantic mismatch between the use of the modal in the prompt and its inappropriate use in the texts produced.
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Alshammari, Hammad Ali. "Assessing the Reading Skills of the Saudi Elementary Stage EFL Learners." Advances in Language and Literary Studies 12, no. 1 (February 28, 2021): 55. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.55.
Повний текст джерелаАнотація:
The purpose of this research was to investigate the current practices of assessing L2 reading skills of Saudi EFL elementary stage learners. The research also attempted to offer more effective assessment tools of L2 reading skills than the current ones. For this purpose, a sample of (30) elementary stage EFL classes were observed, and (15) teachers of these classes were interviewed. The collected data were recorded, organized, coded, analyzed, and interpreted qualitatively. The findings revealed that most EFL learners and their instructors practice learning/teaching L2 reading skills driven by exams, focus more on bottom-up approach, and committed to the assigned reading materials ignoring extracurricular ones. Almost all the observations and interviewees’ responses indicated that the assessment measures are affected by the poor learning/teaching practices of the L2 reading skills. It was implied that in order to improve the assessment tools of the L2 reading skills, the teaching practices must be improved first.
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Iwamoto, Noriko. "Relationship Between L2 Proficiency and Psychological Traits With Self-Assessment Bias Among L2 Speakers." JALT Journal 45, no. 2 (November 1, 2023): 185–210. http://dx.doi.org/10.37546/jaltjj45.2-1.
Повний текст джерелаАнотація:
Self-assessment is sometimes used to assess second language (L2) skills, but it has a degree of error that is possibly caused by L2 learners themselves, resulting from their L2 proficiency level and psychological traits. This study, involving 196 Japanese university students, calculated the self-assessment bias of L2 speakers using many-facet Rasch measurement. Correlation analysis explored the relationship between self-assessment bias and L2 speaking proficiency with psychological traits including self-esteem, English speaking anxiety, and English speaking motivation. The results showed that self-assessment bias was related to the belief in effortism, in which a person correlates ability with intensity of effort, and the Dunning-Kruger effect, in which high-proficiency learners tend to underestimate and low-proficiency learners tend to overestimate their abilities. Specifically, overestimation related to low proficiency prevents L2 learners from accurately assessing their performance, whereas underestimation related to L2 learners’ belief that they lacked the effort to improve their speaking skills. 自己評価は時折第二言語技能の評価に使用されるが、ある程度の誤差が生じる。おそらくこの誤差には、第二言語 (L2) 習熟度や心理的特徴など、学習者自身によってもたらされる誤差が含まれる。本研究では196名の日本人大学生を対象に、多相ラッシュ分析を使ってL2スピーキング自己評価のバイアスを測定した。そして相関分析を用いて、自己評価バイアス、スピーキング習熟度、心理的特徴（自尊心、L2スピーキングの不安とモチベーション）の関係を調査した。その結果自己評価バイアスは、努力主義の信念とダニング・クルーガー効果と関連があることが明らかとなった。特に英語習熟度の低い学習者は自身のスピーキングパフォーマンスを過大評価する傾向があり、一方でスピーキング技能を伸ばす努力が不足していると考える学習者は過小評価する傾向にあることがわかった。
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LAURIER, MICHEL. "Évaluation et multimédia dans l’apprentissage d’une L2." ReCALL 16, no. 2 (November 2004): 475–87. http://dx.doi.org/10.1017/s0958344004001521.
Повний текст джерелаАнотація:
In the first part of this paper different areas where technology may be used for second language assessment are described. First, item banking operations, which are generally based on Item Response Theory but not necessarily restricted to dichotomously scored items, facilitate assessment task organization and require technological support. Second, technology may help to design more authentic assessment tasks or may be needed in some direct testing situations. Third, the assessment environment may be more adapted and more stimulating when technology is used to give the student more control. The second part of the paper presents different functions of assessment. The monitoring function (often called formative assessment) aims at adapting the classroom activities to students and to provide continuous feedback. Technology may be used to train the teachers in monitoring techniques, to organize data or to produce diagnostic information; electronic portfolios or quizzes that are built in some educational software may also be used for monitoring. The placement function is probably the one in which the application of computer adaptive testing procedures (e.g. French CAPT) is the most appropriate. Automatic scoring devices may also be used for placement purposes. Finally the certification function requires more valid and more reliable tools. Technology may be used to enhance the testing situation (to make it more authentic) or to facilitate data processing during the construction of a test. Almond et al. (2002) propose a four component model (Selection, Presentation, Scoring and Response) for designing assessment systems. Each component must be planned taking into account the assessment function.
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Rudneva, Maria A., and Nailya G. Valeeva. "Case study of fossilized L2 errors correction in ecology students." RUDN Journal of Ecology and Life Safety 26, no. 4 (December 15, 2018): 461–67. http://dx.doi.org/10.22363/2313-2310-2018-26-4-461-467.
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The paper is dedicated to a self-assessment approach as a means of addressing fossilized errors in L2 speaking within the professional communication framework. The phenomenon of fossilization manifests in L2 spoken and written texts on phonological, lexical and grammatical level. Addressing the issue of fossilization has to deal with creating a perfect fluency/accuracy balance, increase of fluency in L2 classroom settings inevitably results in fossilized errors in learners as it compromises their accuracy on a permanent basis. In this respect it is interesting to look into common practices of addressing fossilized errors in advanced L2 classroom. This work is a case study of an attempt to address individual fossilized errors in L2 C1-level students at university level. The paper argues that self-assessment as a means of developing metacognitive awareness and consciousness of advanced L2 learners is a valid tool for eliminating fossilized errors in the long run. We present the results of case study that took place at RUDN University in 2018 within 3 months. During this period a group of advanced L2 learners were asked to record their spontaneous pair interactions, transcribe the conversations and correct their own mistakes. The corrected transcripts were submitted to the L2 instructor for further evaluation and assessment. Small corpora of error-tagged conversations were created for each individual student. Then the instructor created a report on individual mistakes and errors on monthly basis. Persistent, fossilized errors were registered for each individual case and measured at the beginning for the pedagogical experiment and at its end. The paper presents our findings, positive dynamics and overall pedagogical value of establishing correlation between students’ previous knowledge and self-assessment.
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Gablasova, Dana, Luke Harding, Vaclav Brezina, and Jamie Dunlea. "Expressions of epistemic stance in computer-mediated L2 speaking assessment." Learner Corpus Research for Pedagogical Purposes 10, no. 1 (June 28, 2024): 183–215. http://dx.doi.org/10.1075/ijlcr.00044.gab.
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Abstract Learner and L2 user corpora are increasingly valued in language testing and assessment as they can inform test design, revision, and validation. This paper illustrates the benefits of using an L2 corpus to explore patterns of epistemic stance marking in computer-mediated speaking tests with no live human interlocutor. Drawing on the British Council-Lancaster Aptis Corpus – comprising over 630,000 words of L2 speech – we explored the frequency of epistemic stance markers (adverbial, adjectival and verbal) across proficiency levels and speaking task types. The analysis revealed that epistemic stance was prevalent in test-taker discourse and that frequency was influenced by L2 proficiency and task type. The findings demonstrate that computer-mediated speaking tests can elicit expressions of epistemic stance in a comparable way to tests which involve human-human interaction. Implications are drawn for examiner training, test preparation, and an enriched understanding of the elements of pragmatic competence that can be elicited in computer-mediated speaking assessment.
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Szabó, Noémi, and Ulrike Jessner. "Multilingual Assessment of Primary School Pupils in the HungarianContext." Acta Academiae Beregsasiensis, Philologica III, no. 1 (June 19, 2024): 101–12. http://dx.doi.org/10.58423/2786-6726/2024-1-101-12.
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Multilingual approaches to teaching and learning are linked to significant benefits at the linguistic and metalinguistic levels in the European context. The study is based on the Dynamic Model of Multilingualism. Multilingualism research is considered to be a neglected area in the Hungarian context, however a handful of studies have appeared on third language acquisition and multilingual awareness recently. 44 subjects took part in the investigation. This study aims to investigate certain factors influencing third language acquisition. The following research questions have been formulated. The first question seeks to answer whether L2 knowledge and age have an impact on L3 achievement. The second question examines whether L2 experience has an impact on L3 proficiency and on multilingual awareness. The third question seeks to determine whether the order of language acquisition influences L3 proficiency and multilingual awareness? Data were collected using self-constructed C-tests and a Multilingual Competence Test. Mann-Whitney tests showed that L2 knowledge supported a higher level of L3 proficiency but only in the GE groups. Age played an integrative role in L3 proficiency in EG and GE groups although there was one year difference amongst the groups. The results suggested that a higher level of L3 knowledge could contribute to a higher level of cross-linguistic awareness but not a higher level of metalinguistic awareness in each group. Learning German as an L2 can lead to a higher level of L3 proficiency and multilingual awareness. Keywords: multilingual awareness, L2 knowledge, L3 proficiency, English, German
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Bettoni, Melissa. "The construct of attention in studies in l2 phonology between 2010 and 2021." Working Papers em Linguística 24, no. 1 (August 7, 2023): 79–105. http://dx.doi.org/10.5007/1984-8420.2023.e91933.
Повний текст джерелаАнотація:
The acquisition of a second language (L2) is a highly demanding cognitive task that, in terms of phonology, happens through the siege of the first language (L1). The cue-weighting, that is, the attention given to specific cues in the L2 speech and the ability to change the focus of attention to relevant cues is essential for L2 speech processing and tends to be affected by the patterns of the L1. The present study aimed to produce a systematic review of the studies concerning attention and L2 phonological knowledge. Research participants, attention and phonological assessment, and the main results of eighteen studies published between 2010 and 2021 were described and analyzed. The data gathered indicates that the bulk of the research carried out is of cross-sectional studies with attention control and perceptual discrimination tasks with L2 English adult learners. Most studies pointed out that attention has an important role in L2 phonological acquisition. At the beginning of acquisition, attention seems to be more important to L2 speech processing than for proficient L2 speakers when automatization takes place. Focusing, selecting, shifting, dividing, and sustaining attention as well as being flexible and having good inhibitory control have a special role in L2 phonological acquisition. The need for further investigation with controlled variables, other L1/L2 combinations, and multiple assessment instruments is evident.
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Wong, Kevin M., and Pauline Mak. "Self-Assessment in the Primary L2 Writing Classroom." Canadian Modern Language Review 75, no. 2 (May 2019): 183–96. http://dx.doi.org/10.3138/cmlr.2018-0197.
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Yamada, Kyoko. "Lexical patterns in L2 textual gist identification assessment." Language Testing 26, no. 1 (January 2009): 101–22. http://dx.doi.org/10.1177/0265532208097338.
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POEHNER, MATTHEW E. "Group Dynamic Assessment: Mediation for the L2 Classroom." TESOL Quarterly 43, no. 3 (September 2009): 471–91. http://dx.doi.org/10.1002/j.1545-7249.2009.tb00245.x.
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Ortega-Santos, Iván, Lara Reglero, and Jon Andoni Franco Elorza. "Wh-Islands in L2 Spanish and L2 English: A Poverty of the Stimulus and Data Assessment." Fontes Linguae Vasconum, no. 126 (December 21, 2018): 435–71. http://dx.doi.org/10.35462/flv126.7.
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This paper sheds light on the acquisition of wh-islands in L2 English spoken by native speakers of Spanish and L2 Spanish spoken by native speakers of English as well as on the distribution of wh-islands in L1 Spanish. A grammaticality judgment task with a 7-point Likert scale provides evidence that wh-island effects are present in L1 and L2 Spanish as well as L1 and L2 English. The L1 Spanish facts challenge the received view of wh-islands in this language, in keeping with recent developments which show that islands are more widely attested across languages than previously thought. These facts also highlight the dialogue between L2 research and replication studies thanks to the use of native control groups.
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Lindström, Eva, and Maria Eklund Heinonen. "Initial Assessment of First Language Literacy Resources for Adult Instruction in Swedish." Education Sciences 14, no. 5 (May 20, 2024): 550. http://dx.doi.org/10.3390/educsci14050550.
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This study is part of a project on initial assessment of first language (L1) literacy in adult newcomers prior to the commencement of L2 studies in Swedish. Here, we explore the assessment summaries of newcomers’ L1 literacy, performed by L2-teachers, with assistance from an interpreter. According to the syllabus, instruction in Swedish for Immigrants (SFI) should be adapted to the individual´s needs and goals; however, SFI often fails to do so. L1 literacy—i.e., using texts in different domains (school, work, society, and everyday life)—serves as a foundation for L2 learning and teachers’ access to and utilization of students L1 literacy can significantly enhance instruction. From a sociocultural approach to literacy and based on Luke and Freebody’s ‘Four Resource Model’, a qualitative document analyses of L1 literacy assessment summaries (N = 50) demonstrated literacy practices form different domains of student life, beyond school literacy. Literacy practices from all four learner roles, i.e., Code-Breaker, Text Participant, Text User and Text Analyst were identified in the assessments to various degrees dependent on the students’ background, which is illustrated by a close analysis of 5 summaries. This information is both important for teachers’ planning of second language teaching and in the long term for the development of second language teacher education.
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Al-Bargi, Abdullah. "Exploring Online Writing Assessment Amid Covid-19: Challenges and Opportunities from Teachers’ Perspectives." Arab World English Journal, no. 2 (January 24, 2022): 3–21. http://dx.doi.org/10.24093/awej/covid2.1.
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Remote online second language (L2) writing instruction, in general, and remote online L2 writing assessment, in particular, require a holistic structural approach that results in improving students’ L2 writing, as well as offering an authentic and fair assessment of students’ L2 writing performance. The study described in this paper employed a convergent parallel mixed methods approach where the Covid-19 pandemic, as well as the purpose of the research, necessitated the adoption of this research design since it can provide the basis for answering the question: What impact did full mode online teaching have on L2 education. In the survey part of the research, 241 English as a Foreign Language (EFL) teachers working in Saudi Arabia participated in a custom-designed 30-item questionnaire utilizing a five-point Likert scale. In the qualitative part of the study, nine EFL teachers (four males and five females) participated in a semi-structured interview which lasted from thirty-five to fifty minutes. A detailed analysis of both the quantitative and qualitative primary data indicated that EFL teachers are aware of the importance of rubrics and standardized assessment procedures in awarding fair grades to students. Teachers also highlighted several important advantages of teaching online L2 writing remotely. However, the vast majority of teachers questioned the accuracy of online writing assessment, indicating the need for a more developed model for the post Covid-19 era. Recommendations included the adoption of unanimously suggested practices (by participating teachers) in teaching remote online L2 writing as well as mandating the presence of the students onsite during the sitting of the writing exams, thus providing the assurance of authenticity of students’ performance in the writing exams as well as the possibility to monitor all the students while they sit the exams.
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Sivukhin, Andrei A. "FORMATIVE ASSESSMENT OF COMMUNICATIVE COMPETENCE OF FUTURE BACHELORS IN LEARNING FOREIGN LANGUAGES AT UNIVERSITY." Theoretical and Applied Linguistics, no. 1 (2017): 115–23. http://dx.doi.org/10.22250/2410-7190_2017_3_1_115_123.
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With Russia joining the Bologna process, learning a foreign language has become an essential element of education. A foreign language is not only the means of communication with a representative of another culture, it is a tool to facilitate professional experience and knowledge exchange at the international level. Therefore, forming L2 communicative competence and controlling the result of that process is a relevant and urgent issue. This paper examines communicative competence and its structural components, as the target for L2-training and L2 skills assessment. For formative assessment of communicative competence, linguodidactic test is offered.
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Fathi, Jalil, Leila Mohammad Yousefi, and Mehrnoosh Sedighravesh. "The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students." Journal of Sociological Research 8, no. 2 (July 4, 2017): 1. http://dx.doi.org/10.5296/jsr.v8i2.11252.
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Like other types of assessment subscribing to edumetrics as a reaction against traditional psychometrics paradigm, self-assessment and peer-assessment have enjoyed much popularity among various types of alternative assessment. Additionally, alternative assessments, especially self- and peer-assessments have been the focal point of departure as far as L2 writing has been concerned. Furthermore, self-regulation as a burgeoning area of research in L2 learning refers to the degree to which language learners can regulate aspects of their thinking, motivation and behavior during learning. Given the significance of both assessment and self-regulated learning in ELT, the present paper investigated the effect of the implementation of self-assessment and peer-assessment in a writing course on the self-regulated learning of a sample of Iranian EFL students. In so doing, sixty three English major Iranian students who were the students of three intact classes at Islamic Azad University participated in this study. One of the classes was regarded as the self-assessment group, the other group was assigned to peer-assessment group and the third class served as the control group of the study. The ANCOVA analyses of the self-regulation scale scores for the control and experimental groups revealed that both self-assessment and peer-assessment practices had a positive impact on the self-regulated learning of the participants. The results will have theoretical and pedagogical implications for Iranian English language education.
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TROFIMOVICH, PAVEL, TALIA ISAACS, SARA KENNEDY, KAZUYA SAITO, and DUSTIN CROWTHER. "Flawed self-assessment: Investigating self- and other-perception of second language speech." Bilingualism: Language and Cognition 19, no. 1 (December 29, 2014): 122–40. http://dx.doi.org/10.1017/s1366728914000832.
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This study targeted the relationship between self- and other-assessment of accentedness and comprehensibility in second language (L2) speech, extending prior social and cognitive research documenting weak or non-existing links between people's self-assessment and objective measures of performance. Results of two experiments (N = 134) revealed mostly inaccurate self-assessment: speakers at the low end of the accentedness and comprehensibility scales overestimated their performance; speakers at the high end of each scale underestimated it. For both accent and comprehensibility, discrepancies in self- versus other-assessment were associated with listener-rated measures of phonological accuracy and temporal fluency but not with listener-rated measures of lexical appropriateness and richness, grammatical accuracy and complexity, or discourse structure. Findings suggest that inaccurate self-assessment is linked to the inherent complexity of L2 perception and production as cognitive skills and point to several ways of helping L2 speakers align or calibrate their self-assessment with their actual performance.
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Yamada, Yosuke, Yuya Watanabe, Masahiro Ikenaga, Keiichi Yokoyama, Tsukasa Yoshida, Taketoshi Morimoto, and Misaka Kimura. "Comparison of single- or multifrequency bioelectrical impedance analysis and spectroscopy for assessment of appendicular skeletal muscle in the elderly." Journal of Applied Physiology 115, no. 6 (September 15, 2013): 812–18. http://dx.doi.org/10.1152/japplphysiol.00010.2013.
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Bioelectrical impedance analysis (BIA) is used to assess skeletal muscle mass, although its application in the elderly has not been fully established. Several BIA modalities are available: single-frequency BIA (SFBIA), multifrequency BIA (MFBIA), and bioelectrical impedance spectroscopy (BIS). The aim of this study was to examine the difference between SFBIA, MFBIA, and BIS for assessment of appendicular skeletal muscle strength in the elderly. A total of 405 elderly (74.2 ± 5.0 yr) individuals were recruited. Grip strength and isometric knee extension strength were measured. Segmental SFBIA, MFBIA, and BIS were measured for the arms and upper legs. Bioelectrical impedance indexes were calculated by squared segment length divided by impedance ( L2/Z). Impedance at 5 and 50 kHz (Z5 and Z50) was used for SFBIA. Impedance of the intracellular component was calculated from MFBIA (Z250-5) and BIS (RICW). Correlation coefficients between knee extension strength and L2/Z5, L2/Z50, L2/RICW, and L2/Z250-5 of the upper legs were 0.661, 0.705, 0.790, and 0.808, respectively ( P < 0.001). Correlation coefficients were significantly greater for MFBIA and BIS than SFBIA. Receiver operating characteristic curves showed that L2/Z250-5 and L2/RICW had significantly larger areas under the curve for the diagnosis of muscle weakness compared with L2/Z5 and L2/Z50. Very similar results were observed for grip strength. Our findings suggest that MFBIA and BIS are better methods than SFBIA for assessing skeletal muscle strength in the elderly.
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Eklund Heinonen, Maria, and Eva Lindström. "Swedish L2 teacher cognitions of the initial assessment of students' L1 literacy resources." Apples - Journal of Applied Language Studies 18, no. 2 (October 9, 2024): 39–60. http://dx.doi.org/10.47862/apples.130473.
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In this paper, we explore second language (L2) teachers’ cognitions regarding the initial assessment of adult learner literacy in their strongest language. Instruction can thus be adapted according to what is stipulated in the curriculum and syllabus. The literacy assessment is conducted in the student’s strongest language with assistance from an interpreter, translated decoding and reading comprehension tasks and concerns assessment of learners with little or no prior education. Questionnaires and interviews with L2 teachers reveal great variation based on four categories of teacher knowledge, namely, Subject matter knowledge, Knowledge of students, Pedagogical knowledge, and Knowledge of educational contexts. These four categories were partly intertwined with each other and both a resource and a deficit perspective emerged. The teachers’ cognitions regarding the concept of literacy, the value of initial L1 literacy assessment and students’ prior literacy and multilingual resources, as well as its potential for instruction planning were diverse. This may have significant implications for what emerges in initial assessments of a student's L1 literacy. In turn, this affects the validity of the assessment and, ultimately, the quality of education.
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Qin, Tianyu, and Jie Zhang. "Computerized Dynamic Assessment and Second Language Learning: Programmed Mediation to Promote Future Development." Journal of Cognitive Education and Psychology 17, no. 2 (April 1, 2018): 198–213. http://dx.doi.org/10.1891/1945-8959.17.2.198.
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Dynamic assessment (DA) has been implemented to diagnose language-related issues and to promote second language (L2) learners' development through intervention (Poehner, 2008). The goal is to evaluate not only what a learner can do on his or her own but also how far he or she can go with instructional intervention. Recently, scholars have conducted L2 DA research in a computerized format (C-DA) in which preprogrammed mediational prompts are integrated into the online testing procedures. This breakthrough has yielded promising findings for the scalability of this dynamically administered assessment method. However, due to the fact that it is an emerging field, the possibility of using C-DA to assist in L2 learning requires further examination. This article centers on two projects in which C-DA was used to assess university-level learners' performance in an L2 context. In the first, a listening and reading C-DA project was employed to assess reading and listening comprehension, while the second involved using C-DA to evaluate pragmatic comprehension. We specifically bring into focus how the two approaches address topics including definition of constructs, determination of tasks, design of mediation, scoring procedures, interpretation of scores/performances, and evidence of transfer. Through identifying what has been achieved and what needs to be explored further, we provide a critical analysis of L2 C-DA research and propose future directions for applying this unique technology for helping L2 learners develop language skills. We also examine the pedagogical applications of C-DA in terms of interpreting student performance and developing tailored instruction for individuals with diverse learning needs.
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Poehner, Matthew E., and James P. Lantolf. "Vygotsky's Teaching-Assessment Dialectic and L2 Education: The Case for Dynamic Assessment." Mind, Culture, and Activity 17, no. 4 (October 13, 2010): 312–30. http://dx.doi.org/10.1080/10749030903338509.
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TSVETKOVA, Maria. "DYNAMIC ASSESSMENT IN THE FOREIGN LANGUAGE CLASSROOM." Ezikov Svyat (Orbis Linguarum) 18, no. 1 (March 27, 2020): 173–85. http://dx.doi.org/10.37708/ezs.swu.v18i1.21.
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e present article outlines a sociocultural perspective on L2 classroom evaluation. It explores a way of operationalizing the abstract constructs that inform the Vygotskian theoretical framework and examines factors involved in the continuing interplay between social and individual functioning. The main argument of this paper is that combining traditional, psychometric approaches to language ability evaluation and dynamic assessment performs a twofold function. It allows for reconceptualizing the individual student's role in the process of foreign language (FL) performance and significantly enhances subsequent achievement. The cross-cutting theme of the present paper is that eliciting FL use mainly by static testing instruments and conventional procedures implies constructing a depersonalized, ‘averaged’ image of the L2 learner. Such quantification presupposes a unitary and self-contained language learner detached from the context of FL use.In developing these themes, I explore the relation between identity reconstruction and increase in L2 grades. The subjects of the study consist of 50 students – 25 participate in the experimental and 25 subjects are included in the control group. The results of the conducted quasi-experimental study this paper reports on provide evidence that empowering students to act as autonomous individuals in the classroom relates positively to increased FL achievement as registered in the results of formal summative measurement.
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Luchini, Pedro. "The multimodal assessment task: Extending the pedagogical shift in L2 pronunciation teaching to assessment." Revista UCMaule, no. 66 (2024): 80–98. http://dx.doi.org/10.29035/ucmaule.66.80.
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This article explores contemporary approaches to teaching and assessing L2 pro-nunciation, acknowledging a shift from prioritizing native-like pronunciation to emphasizing intelligibility. Leveraging this transition, the study introduces a Mul-timodal Assessment Task (MAT) aimed at assessing English pronunciation. The MAT empowers learners to handle the intricacies of spoken language with con-fidence through a number of structured activities. The participants were twen-ty-three pre-service teachers taking a pronunciation course in a TEFL program at a state-owned university in Argentina. Their responses to a self-assessment report revealed important advancements in their awareness of pronunciation, bolstered self-confidence, and self-efficacy in relation to learning L2 pronunciation. However, some students pinpointed certain challenges associated with the MAT, including the necessity for additional practice time and guidance, ongoing focus on certain sounds, and some difficulties related to prosody. This article advocates for further research to refine pronunciation teaching and assessment methods in language education, emphasizing ongoing exploration and improvement in this domain.
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Ragnarsdóttir, Hrafnhildur. "The adaptation of MAIN to Icelandic." ZAS Papers in Linguistics 64 (August 31, 2020): 117–25. http://dx.doi.org/10.21248/zaspil.64.2020.564.
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Immigration in Iceland has a short history and so does the Icelandic language as an L2. This paper gives a brief introductory overview of this history and of some characteristics of the Icelandic language that constitute a challenge for L2 learners but also make it an interesting testing ground for cross-linguistic comparisons of L1 and L2 language acquisition. It then describes the adaptation process of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Icelandic. The Icelandic MAIN is expected to fill a gap in available assessment tools for multilingual Icelandic speaking children.
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Lee, Icy. "Developments in classroom-based research on L2 writing." Studies in Second Language Learning and Teaching 12, no. 4 (December 27, 2022): 551–74. http://dx.doi.org/10.14746/ssllt.2022.12.4.2.
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This paper reviews and reflects on developments in classroom-based research on second or foreign language (L2) writing from 2001 to 2020, based on scholarship drawn from the Journal of Second Language Writing, the flagship journal of the field. The review covers a total of 75 classroom-based studies and examines the major research themes and key findings under three research strands: (1) students and student learning of writing; (2) teachers and teaching of writing; and (3) classroom assessment and feedback, as well as the key theories and research methodologies adopted in extant classroom-based studies on L2 writing. The article ends with a discussion of the practical implications arising from the review, as well as potential research gaps that inform future directions for L2 writing classroom-based research. By providing a state-of-the-art review of developments in classroom-based research on L2 writing, this article contributes to a nuanced understanding of salient issues about learning, teaching and assessment of writing that take place in naturalistic classroom contexts, with relevant implications for both L2 writing practitioners and researchers.
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Li, Zhi, Veronika Makarova, and Zhengxiang Wang. "Assessment of Academic ESL Writing in an Online Tutorial for Graduate Students." European Conference on e-Learning 22, no. 1 (October 19, 2023): 165–73. http://dx.doi.org/10.34190/ecel.22.1.1827.
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English-as-a-second language (L2) graduate students often face challenges in developing academic writing skills, which can be exacerbated by a lack of timely support at institutional level. To help address this concern, an original set of online academic writing tutorials with a focus on the genre of Literature Review was designed by the authors to assist international graduate students enrolled in graduate programs in Canada. This paper introduces and compares multiple assessment tools employed in the online tutorial set for international English L2 graduate students. Our project pursues two major goals: First, to address the above-identified gap in Academic Writing support to English L2 graduate students with minimal costs and faculty involvement through designing the online tutorial set; second, to contribute to the research on e-learning of Academic English as a second language (ESL) writing in terms of developing integrated tools for online tutorial building, analysis of texts produced by learners, and assessment of learners’ writing progress. The research questions are: 1. What resources can be combined to develop an online tutorial set for graduate students at minimal costs? 2. How can the learners’ progress in academic ESL writing be assessed with different assessment tools? First, the paper describes the tools employed in the tutorial construction: MoodleCloud platform, H5P interactive e-book designed by the authors, surveys, and assessment tools. Second, we present and compare assessment tools employed to evaluate learners’ writing progress: Expert assessment with an analytic rubric, self-assessments of progress by the participants, and automated text analysis with corpus-based tools as reported in Li, Makarova, and Wang (2023). A comparison of the scores across the three assessment tools shows some discrepancies, which seems to suggest that combined tools yield a more comprehensive picture. The expert assessments and self-assessments demonstrate improvement in the writing quality over the course of the tutorial series, which are partially supported with the findings from corpus-based analysis of participants’ texts. The findings are of relevance to e-learning scholars, faculty, and administrators of English-medium universities with substantial intakes of international graduate students in Social Sciences and Education whose native languages are other than English.