Comparability of essay question variants

Writing task variants can increase test security in high-stakes essay assessments by substantially increasing the pool of available writing stimuli and by making the specific writing task less predictable. A given prompt (parent) may be used as the basis for one or more different variants. Six variant types based on argument essay prompts from a large-scale, high-stakes North American writing assessment and six based on issue prompts from the same test were created and evaluated in the research section of the test administrations in the winter of 2009. Examinees were asked to volunteer to write an essay on one of the new prompt/variant tasks. Essays were obtained from 7573 examinees for argument prompts and 10,827 examinees for issue prompts. Results indicated that all variant types produced reasonably similar means, standard deviations, and rater reliabilities, suggesting that the variant strategy should be useable for operational administrations in high stakes essay assessments. Variant type did not interact with gender, ethnicity, or language (self-report that English or another language is the examinee's “best” language).     

Effects of Computer Anxiety and Computer Experience on the Computer-Based Achievement Test Performance of College Students

The TOEFL® iBT has increased the length of each reading passage to better approximate academic reading at North American universities, resulting in a reduction in the number of passages on the reading section of the test. One of the concerns brought about by this change is whether the decrease in topic variety increases the likelihood that an examinee's familiarity with the content of a given passage will influence the examinee's reading performance. This study investigated differential item functioning and differential bundle functioning for six TOEFL® iBT reading passages (N?=?8,692), three involving physical science and three involving cultural topics. The majority of items displayed little or no DIF. When all of the items in a passage were examined, none of the passages showed differential functioning at the passage level. Hypotheses are provided for the DIF occurrences. Implications on fairness issues in test development are also discussed.     

Using educational technology to develop early literacy skills in Sub-Saharan Africa

The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N?=?180) where ABRA was part of their English Language instruction and a control group (N?=?174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies.     

语言的性别差异

具体分析了英、汉语言中存在的性别差异和男女两性使用语言时表现出来的不同特点,阐明语言的性别差异,并探讨产生这种差异的社会根源,为更好地促进男女间的交流和理解奠定理论基础。     

The pathway to English word reading in Chinese ESL children: the role of spelling

The present longitudinal study investigated the role of spelling as a bridge between various reading-related predictors and English word reading in Chinese children learning English as a Second Language (ESL). One hundred and forty-one 5-year-old kindergarten children from Hong Kong, whose first language (L1) was Cantonese and second language (L2) was English, were administered tests of phonological awareness, letter knowledge, English vocabulary, spelling and English word reading at three time points (T1, T2 and T3) at 3-month intervals over a 6-month period. Nonverbal IQ was included as a control variable. The results showed that phonological awareness, letter knowledge and English vocabulary at T1 all predicted English word reading (T3) through spelling (T2). Further mediation analyses showed that, for phonological awareness and English vocabulary, full mediation effects were found. For letter knowledge, a partial mediation effect was observed. These results suggest that, in Chinese ESL kindergarteners, reading-related predictors foster word reading via spelling, a process that intersects phonology, orthography and semantics. Practical implications of these findings were also discussed.     

Linguistic Gender Sensitivity Strategies in Current South African Intermediate Phase English Workbooks: Feminisation or Degenderisation?

This study extends research on manifestations of gender insensitivity in learners’ reading materials by shifting attention to the linguistic strategies that authors of current texts employ for the realisation of gender sensitivity. We analysed the content of 12 current (2014) English workbooks (Grade 4–6) used in South African government and public schools for gender sensitive strategies they employed. Most strategies sought to get round the problem caused by the lack of a singular third person gender neutral pronoun in the English Language. Although both feminisation and degenderisation strategies were apparent in the few strategies observed, we observe the difficulty of degenderising reading materials without radical reforms within the English language. We posit that the judicious combination of feminisation and degenderisation holds promise for gender sensitivity in texts.     

The use of Makaton for supporting talk,through play,for pupils who have English as an Additional Language (EAL) in the Foundation Stage

This study examines the use of Makaton, a language programme based on the use of signing, symbols and speech, as a pedagogic tool to support the development of talk for pupils learning English as an Additional Language (EAL). The research setting was a Reception class with a high percentage of pupils who have EAL in the initial stages of learning English. Observations, questionnaires and interviews were used to collect data to ensure reliability and validity of the conclusions. The findings suggest that Makaton can assist in the development of talk, as the data showed a positive correlation between the use of Makaton and the use of spoken English. This study has implications for practitioners and schools, not only those catering for the specific needs of EAL learners because Makaton® is a skilfully devised programme that is underpinned by the very principles that are documented to support pupils who have EAL.     

Effects of an Online Mathematics Curriculum for English Language Learners

This study measured the effects of an online supplementary mathematics curriculum designed for middle school English language learners who speak Spanish as a first language. A randomized experiment measured the achievement differences between middle school English language learners who used the Web-based HELP Math (Help with English Language Proficiency) curriculum and students who used other technology-based programs. Three hundred and ninety-six students participated. Both groups made statistically significant gains from pretest to posttest within their respective curricula, but no main effect was found between the two groups. Post hoc analyses revealed that students with higher levels of English proficiency, who participated in the comparison condition, performed significantly better than students in the HELP Math condition, while students with lower levels of English proficiency performed better in the HELP Math program (although these differences were not statistically significant). Findings are interpreted with caution due to the truncated length of the intervention.     

Relationships of general vocabulary, science vocabulary, and student questioning with science comprehension in students with varying levels of English proficiency

This study investigated the influence of general vocabulary knowledge, science vocabulary knowledge, and text based questioning on the science reading comprehension of three types of students who varied in their English language proficiency. Specifically, grade 5 English-Only speakers, English Language Learners in the United States, and students learning English as a Foreign Language in a Spanish-speaking country were compared across the aforementioned variables to examine their relationship to reading comprehension. Findings indicated that general vocabulary, science vocabulary, and questioning contributed significant variance to the explanation of science reading comprehension. However, no particular variable was found to interact with language proficiency in their contribution to science reading comprehension. Findings are discussed in terms of the roles that each variable could play in content area comprehension. Implications for content-area literacy instruction of second-language students are considered.     

ESL students’ perceptions and experiences of standardized English writing tests

The present study interviewed 16 international students (13 from Mainland China and 3 from Taiwan) in a Canadian university to explore their perceptions and experiences of two standardized English writing tests: the TWE (Test of Written English) and the essay task in LPI (English Language Proficiency Index). In Western Canada, TWE is used as an entrance test for international students who speak English as a second/foreign language (ESL/EFL) whereas LPI is required, in many post-secondary institutions, for all incoming ESL/EFL students and some native-English-speaking students whose final English mark from high school is below a certain level. As international students, all participants in the study passed TWE but many took LPI repeatedly before passing it. At the time of the interviews, five still had not passed LPI. Relevant findings illustrate that many participants passed TWE by relying on memorization of writing samples whereas they failed LPI because they lacked skills in constructing their own texts. The participants’ complaints about culturally biased essay prompts in LPI and a lack of understanding of what is expected of LPI also raise questions about the validity of the test from the students’ perspectives. The study generates pedagogical implications for standardized writing tests involving ESL undergraduates from various cultural backgrounds.     

A cross-cultural comparison of non-cognitive outputs towards science between Turkish and Dutch students taking into account detected person misfit

Comparing countries according to their PISA results can be considered cross-cultural studies. An important issue in these studies is that the measurement tools must be culturally and linguistically equivalent. Cultural or linguistic differences in measurement tools may threaten validity. Aberrant behavior is another important factor that affects validity. Person-fit analysis is a statistical method of detecting aberrant individual behavior. This study investigated the effects of students who were flagged as aberrant on a comparison of Turkish and Dutch students’ non-cognitive outputs towards science in the PISA 2015. Whether the items contained differential item functioning (DIF) or not was determined by a Poly-SIBTEST for each scale. Misfit students were detected by non-parametric G_N^p and U3^p statistics. It was determined that flagged students were not effective for comparing the mean of non-cognitive outputs towards science, but it was observed that flagged students had an effect on DIF.     

英语教师性别对高职女生英语学习的影响研究——以广东女子职业技术学院为案例

英语教学中的语言与性别问题在女性高校显得尤为突出,对女生的因性施教要求教师对师生的性别动力学有科学的理解。本文以广东女子职业技术学院为案例,以学院英语教师性别因素对女生英语学习的影响为切入点,通过系列调查和研究发现,女性高校中英语教师性别对教学的影响在某些细节的处理上会产生截然不同的结果,其结果的好坏极大程度取决于教师本身的性别意识和对性别文化的敏感程度。     

外语焦虑对高职非英语专业学生的影响及对策

语言焦虑是影响外语学习的一个最常见也最重要的情感因素.在问卷调查中,发现高职学生外语焦虑和其外语水平有相当的关联度,男女生焦虑水平又有着性别差异.     

隐性反馈在英语拒绝习得中的作用

隐性反馈包括提示型反馈和重述型反馈两种类型。实验发现提示型反馈在中国学生英语拒绝能力习得中发挥着积极的推动作用,而重述型反馈在这一过程中的作用不太明显,因此英语教师在语用教学中应较多地使用提示型反馈。     

基于遗传算法的MIMO天线阵优化

将一种改进的遗传算法用于MIMO天线阵的优化,分析了容量与相关性的关系.在均匀线阵与均匀圆阵的相关性模型上,比较达波角、扩展角及天线间距对于相关性的影响.运用遗传算法,对构建的相关系数组成的矩阵进行分析, 给出定长非均匀4元线阵与圆阵在最小相关性下的天线阵分布.     

COMMUNITY COLLEGE STUDENT ATTRACTION TO AN ENGLISH COURSE: THE ASSOCIATIONS AMONG STUDENT GENDER,THE GENDER OF THE AUTHOR OF ASSIGNED READING,AND THE STYLE OF READING

This article reports the results of a factorial experiment that investigated the reactions of male and female students to a hypothetical English course offered at the community college level. The participants (N = 136) consisted of students enrolled in English 101 courses at four community colleges in a southeastern state. The independent variables were gender of the student, gender of the author assigned, and the type of reading assigned (narrative, expository). The dependent variable was a composite rating of student attraction to the English course. Females rated the course more favorably than males, and testing detected an interaction effect between gender of the student and the gender of the writer. Females preferred female authors, and males were attracted to male authors. There also was an interaction effect between gender of the author and style of writing. Participants preferred female authors and expository style. The findings have practical implications for educational programs, English instructors, and future research.     

Differential Item Functioning for Accommodated Students with Disabilities: Effect of Differences in Proficiency Distributions

ABSTRACT

This study examined the effect of similar vs. dissimilar proficiency distributions on uniform DIF detection on a statewide eighth grade mathematics assessment. Results from the similar- and dissimilar-ability reference groups with an SWD focal group were compared for four models: logistic regression, hierarchical generalized linear model (HGLM), the Wald-1 IRT-based test, and the Mantel-Haenszel procedure. A DIF-free-then-DIF strategy was used. The rate of DIF detection was examined among all accommodated scores and common accommodation subcategories. No items were detected for DIF using the similar ability distribution reference group, regardless of method. With the dissimilar ability reference group, logistic regression and Mantel–Haenszel flagged 8–17%, and the Wald-1 and HGLM test flagged 23–38% of items for DIF. Forming focal groups by accommodation type did not alter the pattern of DIF detection. Creating a reference group to be similar in ability to the focal group may control the rate of erroneous DIF detection for SWD.     

Effects of Bilingual and English as a Second Language Adaptations of Success for All on the Reading Achievement of Students Acquiring English

Two adaptations of Success for All, a comprehensive reform program for elementary schools, have been used with students acquiring English. One is a Spanish bilingual version, called Exito Para Todos, in which students are taught to read in Spanish and then transitioned to English reading, usually in third or fourth grade. The other integrates English as a Second Language (ESL) strategies with English reading instruction. This paper summarizes the results of both of these adaptations for students acquiring English. The effects of Success for All on the achievement of English language learners are, in general, substantially positive. In all schools implementing Exito Para Todos, effect sizes for first graders on Spanish assessments were very positive, especially when schools were implementing most of the program's elements. Even after transitioning to English-only instruction, Exito Para Todos third graders performed better on English assessments than control students who were primarily taught in English. For students acquiring English receiving ESL instruction, effect sizes for all comparisons were also positive.     

Presentation Factors in the Learning of Chinese Characters: The order and position of Hanyu pinyin and English translations

The influence of different instructional presentations upon meaning and pronunciation acquisition in character learning was examined. High school students learned to identify a series of characters in terms of their associated pinyin and English translation prompts. Acquisition was shown to proceed more rapidly when the Chinese character was presented before rather than after the prompts. The addition of colour‐coded prompts led to superior learning. Retention over two weeks was greater in the case of characters presented before prompts with colour‐coding. These data are interpreted in terms of split attention, which arises when learners attend to multiple inputs simultaneously, and the beneficial effects of attending to a character prior to its prompts. The presentation of the Chinese character first and then its pinyin and colour‐coded English translation is recommended.     

英语专业测试向效度妥协的理据与途径

语言测试中充满了对立统一的矛盾变量,而妥协则是解决矛盾冲突的有效手段。从英语专业测试的视角,针对当前测试中重知识轻能力以及测试的负面反拨效应等问题,提出了向效度妥协的原则。在阐述向效度妥协的相关理据的基础上,就实践该原则的有效途径进行了探讨,旨在为英语专业测试的改革提供理论支持和可行性建议。