Dimensions of test performance in English as a foreign language in different European settings: a two-level confirmatory factor analytical approach

Abstract

The present study explored data from a survey of students' performance in English at the end of compulsory school in 6 European countries. The aim was to gain deeper knowledge of the internal structure of the test and to discuss similarities and differences between the different settings regarding patterns in language proficiency. The analyses, conducted by a factor analytic approach and 2-level structural equation modelling (SEM) techniques, indicated an overall English achievement factor at both student and school levels. Furthermore, an effect of format differences at the student level, constituted by a factor related to tasks demanding constructed response, was found. Three correlated modality factors related to listening, linguistic, and reading skills were identified but not further elaborated on as they improved the model only modestly. Considerable differences in between-school variation were found in the different settings. The results are discussed in relation to the instrument, student achievements, and the state of English in the participating countries.

Attitudes and ambiguities – teachers’ views on second foreign language education in Swedish compulsory school

“…Furthermore, the three areas can be seen as representing three fundamental levels of education, namely the individual, pedagogical and structural levels (cf. Erickson et al, 2015). Some background information is first given about the TAL project and about discussions concerning the school subject Modern languages in Sweden.…”