Investigating the use of the ACTFL can-do statements in a self-assessment for student placement in an Intensive English Program

Summers, Maria; Cox, Troy L.; McMurry, Benjamin L.; Dewey, D.

doi:10.1016/j.system.2018.12.012

Cited by 25 publications

(26 citation statements)

References 30 publications

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“…This is by no means conclusive, given the fact that the analyses on the self-reported improvement scores produced no statistically significant results. However, similar trends have been identified in studies comparing self-assessments to other, less subjective measures, including studies on a range of language skills (Summers, Cox, McMurry, & Dewey, 2019;Trofimovich, Isaacs, Kennedy, Saito, & Crowther, 2016, among others), so this is an area that may be worth exploring further in future research examining the efficacy of metalinguistic awareness and its impact on language learning.…”

Section: Discussionmentioning

confidence: 58%

Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad

McGregor

2020

CJAL

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This article reports on part of a mixed-methods study framed by sociocultural theory and aimed at assessing the impact of an intervention to promote metalinguistic awareness in language study abroad sojourners. Participants utilized a social media platform as a space to develop personalized e-portfolios for the purpose of in-depth metalinguistic reflection, paired with entirely computer-mediated researcher-participant mentoring. As such, this study addresses the importance of intervention in second language learning in study abroad, while also adding to the research available on its intersections within a 24/7 digitally connected world. Analysis of the data suggests that carrying out reflective practices and engaging with a mentor, even at distance, may be contributory in enhancing Spanish language proficiency. Further, this provides evidence that interventionist approaches to study abroad can be made accessible and meaningful even in the absence of significant resources, and without implementing prohibitively onerous tasks for either a student or practitioner.

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Section: Discussionmentioning

confidence: 58%

Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad

McGregor

2020

CJAL

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“…This consisted of a series of Selfassessment Can-do statements, adapted from CEFR material for other languages. The use of instruments such as Can-do statements in self-assessment has been validated in a number of studies, see e.g., Brown et al, 2014;Summers et al, 2019. In the current study, there were 16 items, with intended difficulty levels ranging from low A1 (at the left-hand end of the figure) to high A2/low B1 (at the right-hand end of the figure) -see Supplementary Appendix 2.…”

Section: Triangulating Test Resultsmentioning

confidence: 95%

Validating Communicative Tests of Reading and Language Use of Classical Greek

Coniam

Poupounaki-Lappa

Peristeri

2021

J. of Class. Teach.

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This paper builds on the work presented previously in this journal by Poupounaki-Lappa et al. (2021), which described the development of a communicative test of Reading and Language Use of Classical Greek calibrated to the Common European Framework of Reference (CEFR) at levels A1 and A2 (Council of Europe, 2001). In the current paper, the two tests of Classical Greek are calibrated both together and to the CEFR. In addition to describing the methodology for comparing the two separate tests of Classical Greek, the paper is also designed to be of interest to educators of other classical languages. It is hoped that they may find it useful not only by facilitating robust test design, but also by demonstrating the methods by which tests can be linked together on a common scale (as with the CEFR) or linking tests one to another (e.g., different end-of-year tests, at different points in time).

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“…It is important to note that descriptors in language proficiency standards are often conceptualized and ordered based on expert judgment and may evolve over time and that individual learner profiles with respect to descriptors may vary. Consequently, it is probably unreasonable to expect perfect alignment between proficiency levels and self‐assessment ratings, even if proficiency levels were derived from an assessment built with a specific set of language proficiency standards in mind (see Summers et al, 2019). With this important caveat, this study shows how the use of standards‐based descriptors may enhance the use of self‐assessments in validity research by establishing clearer expectations regarding how test takers' responses to specific tasks may be evaluated.…”

Section: Discussionmentioning

confidence: 99%

The Redesigned TOEIC Bridge® Tests: Relations to Test‐Taker Perceptions of Proficiency in English

Schmidgall

2020

ETS Research Report Series

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The redesigned four‐skills TOEIC Bridge® tests were designed to measure the listening, reading, speaking, and writing proficiency of beginning to low–intermediate English learners in the context of everyday life. In this paper, I describe two studies that were conducted to investigate claims about the meaningfulness of redesigned TOEIC Bridge test scores by comparing them to self‐assessments of listening, reading, speaking, and writing proficiency. In Study 1, test takers who participated in the redesigned TOEIC Bridge field test in Japan and Taiwan completed an online self‐assessment survey of their speaking and writing proficiency. In Study 2, test takers who participated in pretesting for the redesigned TOEIC Bridge Listening and Reading test in Japan and Taiwan completed a paper‐based self‐assessment survey of their listening and reading proficiency. Both studies were designed with the same research questions in mind in order to evaluate claims about the meaning of redesigned TOEIC Bridge test scores and to enhance the interpretation of test scores by relating them to test takers' self‐assessed ability to perform a variety of related tasks. The results indicated that self‐assessments had medium correlations with redesigned TOEIC Bridge Listening test scores (r = .55), Reading test scores (r = .54), Speaking test scores (r = .51), and Writing test scores (r = .46). These results compare favorably with the results of similar studies of the relationship between test scores and self‐assessments of language proficiency and provide evidence to support claims about the meaningfulness of TOEIC Bridge test scores. In addition, the pattern of results across TOEIC Bridge test proficiency levels and can‐do statements taken from language proficiency standards suggests that the tests meaningfully differentiate test‐takers' proficiency levels, an important consideration of test design.

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Investigating the use of the ACTFL can-do statements in a self-assessment for student placement in an Intensive English Program

Cited by 25 publications

References 30 publications

Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad

Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad

Validating Communicative Tests of Reading and Language Use of Classical Greek

The Redesigned TOEIC Bridge® Tests: Relations to Test‐Taker Perceptions of Proficiency in English

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