This study investigates whether Scopus journal quartile affects the rhetorical organization and linguistic realizations of applied linguistics research article (hereafter RA) abstracts from Scopus-indexed journals. Embracing the corpus-based approach, this study analyzed 28 abstracts from four AL journals (seven abstracts each) with different quartile. Hyland's (2000) model was adopted as the analysis guideline. The phrase was the unit of analysis to obtain fine-grained results of the moves occurrences. The analysis revealed that most of the articles from Q2-Q4 journals applied the informative typology, while those from Q1 journal applied the indicative-informative one. Journal quartile does not necessarily affect the manifestation of all moves and steps. The number of occurrences of Step 1-describing participants and Step 3-describing procedure in the Method move was similar in all journals. Moreover, the Purpose and Findings moves were obligatory in all journals. Journal quartile played an influential role in employing the verb tense of Introduction, Purpose, and Conclusion moves and the sentence voice of Method and Conclusion moves. The findings reach a conclusion that journal quartile does not necessarily affect the domination of the standard rules of the RA abstracts' rhetorical organization and linguistic realizations in AL journals. This study provides insight into the realm of English academic writing about the current trends of move analysis from the journal quartile lens. Further comparative research on the rhetorical features between the accepted and rejected RA abstracts and materials development for the pedagogy of English for research publication purposes are recommended.
Developing a test is a complex and reiterative process which subject to revision even if the items were developed by skilful item writers. Many commercial test publishers need to conduct test analysis, rather than trusting the item writers� judgement and skills to improve the quality of items that need to be proven statistically after trying out was performed. This study is a part of test development process which aims to analyse the reading comprehension test items. One hundred multiple choice questions were pilot tested to 50 postgraduate students in one university. The pilot testing was aimed to investigate item quality which can further be developed better. The responses were then analysed using Classical Test Theory and using psychometric software called Lertap. The results showed that item difficulty level was mostly average. In terms of item discrimination, more than half of the total items were categorized marginal which required further modifications. This study suggests some recommendation that can be useful to improve the quality of the developed items.��Keywords: reading comprehension; item analysis; classical test theory; item difficulty; test development.
Test fairness becomes an aspect that needs to be considered when developing a test instrument. It is highly recommended that the instrument should not be biased for the test takers, by ensuring that the items do not behave differently among male and female test-takers. This study aims to examine the extent to which the items in an English proficiency test function differently across gender. Fifty reading items were examined and analysed using a statistical method for detecting DIF. The items were individually tested for gender DIF using Rasch model analysis with the analysis tool of ConQuest. The results showed that six items were detected for DIF, three of which were basic comprehension items, and the other three were vocabulary questions. Some possible ways of dealing with DIF items were also discussed.
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