Offshore and onsite placement testing for English pathway programmes

English language programmes provide established pathways for international students seeking university admission in countries such as Australia and the United Kingdom. In order to refer international applicants to appropriate levels and durations of English language support prior to matriculation into their main course of study, pathway providers need effective and efficient language assessment tools. This report evaluates the effectiveness of an online vocabulary knowledge test as an index of English proficiency for university English pathway programme applicants (N = 177). The Timed Yes/No (TYN) test measures vocabulary recognition size and speed in a time- and resource-effective format. Test results were correlated with performance on a comprehensive placement test consisting of speaking, writing, reading and listening components. The predictive validity of word recognition accuracy (a proxy for size) and response time (a measure of efficiency) for placement test outcomes were examined independently and in combination. The TYN test scores’ sensitivity at predicting comprehensive placement test scores were assessed using a cut-score analysis resulting in an identification accuracy rate ranging from 76 to 86% for five critical band scores. The potential use of the online vocabulary-screening test for measuring international students’ English language proficiency is discussed in terms of reliability, validity, speed, usability and cost-effectiveness in onsite and offshore testing conditions.     

大学英语口语测试相关因素分析

英语口语体现了学习者在真实情景中运用语言能力的一个重要方面,而口语测试对教学也有积极的反拨作用。针对口语测试存在的问题,根据语言测试理论,本文从口语测试的目标、模式、测试结果的信效度、以及真实性测试与发展性测试相结合四个方面,对英语口语测试的相关因素进行了分析,并阐明有效地界定大学英语口语的本质将有助于用最适合的测试模式从不同侧面、层次对英语口语进行评价,以保证测试的信效度。     

An investigation of the gender differential performance on a high-stakes language proficiency test in Iran

There has been a growing consensus among the educational measurement experts and psychometricians that test taker characteristics may unduly affect the performance on tests. This may lead to construct-irrelevant variance in the scores and thus render the test biased. Hence, it is incumbent on test developers and users alike to provide evidence that their tests are free of such bias. The present study exploited generalizability theory to examine the presence of gender differential performance on a high-stakes language proficiency test, the University of Tehran English Proficiency Test. An analysis of the performance of 2,343 examinees who had taken the test in 2009 indicated that the relative contributions of different facets to score variance were almost uniform across the gender groups. Further, there is no significant interaction between items and persons, indicating that the relative standings of the persons were uniform across all items. The lambda reliability coefficients were also uniformly high. All in all, the study provides evidence that the test is free of gender bias and enjoys a high level of dependability.     

The English Language Entry Requirements of Australian Universities for Students of Non‐English Speaking Background

The English language proficiency of international students entering university has increasingly become a matter of concern for many academics and has also received considerable media attention. For this reason, a survey was conducted to ascertain what Australian universities require in terms of English language proficiency for non‐English Speaking background (NESB) students, whether international, permanent residents or Australian citizens. This article presents the findings of the survey and discusses the 61 pieces of evidence accepted by the universities as fulfilling their English language requirements. The general comparability and validity of the proficiency qualifications are examined and the conclusion is drawn that many of the pieces of evidence accepted are inadequate measures of language proficiency for academic study.     

Graduating as a ‘native speaker’: international students and English language proficiency in higher education

The current concern about low levels of English proficiency among international students who graduate from degree courses – that students’ English language skills are not being developed during their higher education experience – reflects negatively on the quality of Australian higher education and its graduates. More careful selection of students and increased use of English language testing are among the solutions put forward. These debates over English language proficiency tend to construct English language as a skill that can be applied in any context and ‘native‐speaker’‐levels of language ability as essential for employment. Within such a formulation international students can only ever be defined as in deficit. Drawing on socio‐cultural theories of language learning and academic literacy, alternative understandings of language proficiency in internationalized higher education are explored. Improved communication skills among graduates are likely to be achieved through a better understanding of issues beyond classroom instruction, such as barriers to social integration with native‐speakers, which reveal many international students unable to access adequate levels of language experience. Without wider perspectives on the debate over English language proficiency in higher education, the many benefits of having international students in higher education institutions are obscured by negative attitudes and unrealistic expectations.     

Complaints and troubles talk about the English language skills of international students in Australian universities

International students have continued to be the focus of simplistic stereotyping in media discourse where they are frequently identified as one of the forces behind declining academic standards in Australian universities. Their English language skills, in particular, have continued to be the focus of debate both in the mainstream media and in higher education research and policy. It is argued in this paper, however, that such debates do not sufficiently acknowledge the moral and affective complexity of the so-called ‘English problem’ amongst international students in Australian universities. Drawing from an analysis of small group interviews with international students, domestic students and university staff, the beliefs and experiences of various parties about the English language skills of international students are examined. A key finding from this analysis is that the English language skills of international students, and their concomitant interactions with others, can be the object of both complaints and troubles talk. These complaints or troubles can be either ratified or resisted by those participants. The difficulties international students may experience in using English thus have complex moral and affective consequences. The way in which the so-called English problem in Australian universities is generally couched as one of objective, measurable deficiency on the part of international students arguably neglects the moral and affective complexity of the difficulties facing international students. This neglect leads, in turn, to an impoverished understanding of the English language capabilities of international students.     

English as a symbol of internationalization in higher education: a case study of Vietnam

Vietnam universities have experienced remarkable changes brought about by their internationalization policies. The switch to English as a medium of instruction (EMI) for some academic programs was one of these critical changes. Literature has reported numerous issues related to EMI, including inadequate language proficiency of teaching staff. This paper looks at a qualitative research study on how a government university from Vietnam employs different strategies to enhance teachers’ English proficiency. The study reveals that the introduction of new supporting systems, assessment bodies, recruitment criteria and institutional strategies on training, monitoring and motivation have created cultural change within the teacher community. This cultural change, which includes elements such as self-directed learning, peer learning, professionalism, and ‘open-to-change’ attitudes, has been perceived by both leaders and teachers to be conducive to teachers’ language learning. The findings presented in this paper seek to contribute to the formulation or adjustment of policies related to educational reforms, such as curriculum reform, teacher recruitment and teacher professional development in non-English-speaking countries.     

英语四、六级考试改革前后的大学英语教学

大学英语四、六级考试是由教育部高教司主办的一项大规模标准化考试,其目的是对大学生的英语综合能力进行评价,从而加快我国外语教学的步伐,促进人们学习外语的积极性,同样检验英语学习者的英语水平。     

Grammar Error Strike Hard: Language Proficiency Testing of Hong Kong Teachers and the Four "Noes"

This article first reviews important issues of language, power, and testing. It then examines in critical fashion a particular instance of the use of language testing by the Hong Kong government, namely, the Language Proficiency Assessment for Teachers (LPAT). Treating the LPAT developments as a form of narrative rather than debate, it presents analysis through a context-events-problem-solution-evaluation discourse sequence that perpetuates nonresolution. This procedure permits ongoing reference to and evaluation of the political, educational, and language setting, the schizophrenic position of English, government language policy documentation, the test itself, and media coverage of the results. It indicates the detrimental effects of the LPAT for test-takers, for learning, and for the community at large, advancing and justifying some alternatives and explaining why such lines of resistance lie beyond the purview of most teacher victims. It concludes that the LPAT examination should be heeded both as an early sign of increasingly illiberal political tendencies and as a warning example of bad educational practice. Key words: Hong Kong, language and power, discourse of crisis, falling standards, teacher language proficiency; benchmarking, teacher education     

Using the TOEFL to measure the reading proficiency levels of deaf college applicants

The TOEFL is widely used by colleges and universities in the United States and Canada to measure the English language proficiency levels of hearing international applicants. At the National Technical Institute for the Deaf, a faculty committee recommended that this popular test instrument be used to measure the English reading skills of deaf international applicants to the National Technical Institute for the Deaf. This study examined the merits of using the TOEFL to measure the English reading ability of hearing post-secondary international students seeking admission to English-based colleges and universities. Forty-one hearing foreign students were tested in the fall of 1989 at the English Language Institute at SUNY Buffalo. The instruments chosen were both the TOEFL and the California Achievement Test of reading ability. The majority of the research subjects who scored between 400 and 500 on the TOEFL achieved a grade level of less than 8.0 on the California Achievement Test.     

海南国际旅游岛建设背景下信息技术服务人才培养中的英语教学

海南国际旅游岛建设需要英语功底扎实的信息技术服务人才。高校信息技术服务人才培养中,英语教学存在课程体系失衡、语言能力测评机制不够全面和客观、忽视语言应用能力和跨文化交际能力培养等问题。要解决这些问题,应增加英语应用能力课时和课外学习活动;允许用国内外语言测试和比赛成绩作为能力评估参考;引进原版教材并加强双语教学。     

An investigation into the English language experiences of Indian international students studying in New Zealand universities

ABSTRACT

Language proficiency is highlighted in the literature on the adjustment and security of international students. India is the second top source country for mobile students globally, but few studies have focused explicitly on students from India. The purpose of this study was to examine the English language experiences of Indian students at New Zealand universities. This mixed-method study utilised a questionnaire (n?=?109) and interviews (n?=?15). Collectively the participants had high levels of confidence and proficiency in English language and adjusted more rapidly than many international students to the new academic environment. Major differences experienced by the participants between India and New Zealand related to unfamiliar forms of academic writing and tasks, and on the role of learning support services. Formal high value assessment was for some the first indication of a problem with writing. While most students adjusted through error-based learning others struggled with argumentation and avoiding plagiarism. These findings have relevance for local and international students. We recommend the use of, and research on, early low-stakes assessment of writing and on effective support services for students transitioning into new academic contexts.     

基于“通用手语”的听障人员普通话水平替代性测试信度、效度分析

听障人员普通话水平替代性测试是指以"通用手语"为语言工具,采用与普通话水平测试相同的结构与内容测试听障人员普通话水平的一种测试。替代性测试对保障听障人员语言权利和促进国家通用语言文字应用都具有重要意义。为验证听障人员普通话水平替代性测试的科学性和有效性,以中国盲文手语推广服务中心2018年至2021年共432份听障人员普通话水平替代性测试试卷为样本,运用教育测量学方法,重点分析基于"通用手语"的听障人员普通话水平替代性测试的难度、区分度、信度和效度。研究结果表明,各指标均在合理范围内,即替代性测试是科学的、有效的。     

Academic adaptation amid internationalisation: the challenges for local,mainland Chinese,and international students at Hong Kong’s universities

Internationalisation has been actively pursued by Hong Kong’s universities. Recent years have witnessed quantitative growth in non-local students. To ensure a qualitative success of internationalisation, it is crucial that universities cater for students with diverse academic backgrounds. This research explored challenges to academic adaptation. Focus group interviews were conducted with 124 local, mainland Chinese and international students at four Hong Kong universities. Findings revealed variation in academic adaptation challenges. First, adaptation to an English-medium-of-instruction was a concern for local and mainland Chinese students, while international students noted that limited English proficiency among other students undermined classroom discussions and led to tensions in group projects. Second, local students faced challenges in adapting to a wider range of assessment modes and academic writing, while mainland Chinese and international students reported how teacher-student relations and teaching approaches differed from prior educational experiences. Implications for the delivery of higher education amid internationalisation are discussed.     

Pathway from vocational education and associate degree to higher education: Chinese international students in Australia

Understanding factors influencing international students' decision to engage in international education is essential for education providers to better cater for students' educational expectations and enhance their attractiveness to international students. Whilst there has been extensive research on the reasons why international students undertake cross-border higher education, international students' motivations for enrolling in vocational education and associate degree programmes are still under-researched. Drawing on semi-structured interviews with 30 international students from China, this research found that pathway to higher education appears to be the most important factor motivating international students to undertake vocational education and associate degree programmes. In addition, prospect of immigration, English language proficiency, previous academic performance, agent's recommendations and relatives' and friends' advice are amongst the important factors that students take into account in their decision to choose vocational education and associate degree programmes. This research also examines why Chinese international students have chosen vocational education programmes in a dual-sector university over vocational education colleges. It found that the flexibility to articulate to higher education, international reputation of the programme, practical training and favourable location are key issues that these students draw on when making their decision to study in a dual-sector university.     

大学英语动态教学评估研究

教学评估是大学英语课程教学的一个重要环节,既是教师获取教学反馈信息、改进教学的重要依据,又是帮助学生优化学习方法、提高学习效率的有效手段。我国高校英语教学条件不平衡,学习者听、说、读、写、译等语言技能发展不同步,个体差异大,传统的静态评估不能为个性化教学反馈足够的信息,迫切需要开展多维度动态评估。在现代信息技术条件下,利用数据库网络和统计技术,全面开展基于网络的自主学习,结合测试评估理论成果开发相应的动态评估系统,对不同阶段的教学数据进行人机合作动态评估,能快速、准确地反映学习者个体和群体各项技能的发展状况,为全面推动教学改革提供有针对性的信息。     

英语师范生语音水平测试信度和效度验证

衡量语言测试的关键是看它的信度和效度。原有英语师范生语音测试信度、效度较低,为此,笔者提倡引进数字平台,建立更加规范的英语师范生语音水平标准参照性考试体系,并通过该测试施测的数据,分析和验证其信度和效度。     

State Assessment Policies,Practices, and Language Minority Students

State assessment policies define the context for local school districts to identify language minority students who need language-based instructional services and to follow the performance of these students in school. This survey of state education agencies (SEAs) in the eastern half of the United States addressed two questions: What assessment policies are states using to identify and reclassify English language learning (ELL) students from special language programs, and what assessment policies are states using to determine the participation of ELL students in statewide testing programs? Results indicated that fewer than one third of the SEAs required assessment for identification or placement of ELL students through state law or policy, leaving most of the states without procedures that would prevent mislabeling and inaccurate student counts. Almost half the states required a minimum score on a statewide test for students to be eligible for a high school diploma, yet less than one fifth of these had some kind of alternative plan for students not obtaining the minimum score. Recommendations offered to states for designing accurate and equitable assessment practices for language minority students are (a) use uniform requirements for identification and reclassification, (b) monitor district-level assessment practices, (c) select ELL students for inclusion in statewide testing based on English language proficiency, (d) use statewide testing programs to monitor the progress of former ELL students, (e) use multiple assessment procedures in statewide testing, and (f) provide alternative procedures for ELL students to meet stare test requirements for high school graduation.     

Educational Research: Language and Content. Lessons in Publication Policies from the Low Countries

Owing to the growing internationalisation of research, educational researchers in the Netherlands are increasingly expected to publish through the medium of the English language. Though this undoubtedly benefits the communication between scholars, there are also side-effects. This paper discusses problematic issues from three perspectives: (i) the use of a non-native language for communication between scholars in the area of education; (ii) the use either exclusively, or not, of a publication record of such publications for purposes of recruitment and promotion of staff; (iii) the relationships between research groups of different disciplines and/or universities. It will be argued that the demand to publish exclusively in a non-native language has damaging effects as far as the context of education is concerned. Not only will it lead to a denial of one's own background and culture, but the uniformisation, (which is the result of it), will also stifle the rich educational landscape by allowing the publication only of items of international interest. The model of the natural sciences is not adequate for the context of education because of the necessarily more local character of the content of educational problems and production of strategies to deal with these. Thus it will become clear that the integrity of the educational researcher is at stake as the research area is selected.     

托业考试及对我国大学英语课堂评估的启示

托业考试是国际职业英语考试的一种,它是对应试者的第二语言(英语)交际能力和运用能力的综合检测.作者通过对托业考试的介绍和分析,对21世纪我国大学英语课堂评估提出了几点建议.