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Posts Tagged ‘EAP’

These thoughts come from reading an article comparing summarization skills in L1 and L2:

Yu, G. (2008). Reading to summarize in English and Chinese: A tale of two languages? Language Testing 25 (4), 521-551.

  • Reading comprehension is accepted as a prerequisite skill to summarization (pp. 521-522)
  • Summary skills can be used to improve reading ability (p. 522)
  • Summarization ability is necessary for academic succes (p. 522)
  • Is summarization a reading skill or a writing skill, or both. Perhaps neither, it’s a hybrid subskill (p. 522)
  • There has been a recent revival in integrated reading-writing tasks (p. 523)
  • Summarization skills are more complex and seperate from basic reading skills (p. 524)
  • Students with weaker overall proficiency were more likely to do verbatim copying (p. 525)
  • Students who copied claimed that it was easier since they did not have to understand the meaning of the words/phrases (p. 542, 544-545)
  • Problem-solving strategy use was more common among better summarizers (p. 526)
  • L2 summaries tend to be of poorer quality than L1 summaries, have less important information, and have more false information (p. 527)
  • Although general reading comprehension scores slightly relate to summary writing scores, there is still a great deal of difference between the skills (p. 536, 544)
  • General comprehension reading skills may be very different from the reading skills needed for summaries, and other skills or factors may be involved in summarization ability (p. 544)
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I ran across this very helpful article recently that does with reading and listening comprehension skills that I have been doing with reading-writing subskills.

Song, M-Y. (2009). Do divisible subskills exists in second language (L2) comprehension? A structural equation modeling approach. Language Testing, 25 (4), 435-464.

In essence, the author asks: to what degree does student performance on a test suggest that reading, listening, and 2-3 identified subskills exist as separate constructs (as evidenced by structural equation modeling)? In comparison, I have been trying to identify the degree to which reading comprehension, writing ability, synthesis comprehension, and paraphrase writing ability are all subskills of reading-to-write tasks. So this article provided quite a bit of theoretical framing and technical analysis that I need to further refine my own study. (more…)

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I work with my institution’s international teaching assistant (ITA) program. The program, like those at many universities and colleges in the USA, is designed to provide language and pedagogical training to non-native English speaking graduate students who serve as teaching assistants for their departments.

Last fall, after testing all potential ITAs for oral proficiency training, our program received many concerned calls from departments whose international students did not meet the minimum English language standards to be TAs. In fact, a large number of the students were well below cut-off in the university’s policy regarding ITAs. Departments were concerned that these students needed funding and now they did not qualify to work as TAs due to their oral proficiency. To put it mildly was a very frustrating experience for many stakeholders.

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A couple semesters before I started at this new job, the center had decided to stop using Filemaker to keep track of students, and instead switched to Access. I’m not sure what brought about this change (it may have had something to do with the fact that multiple users could use the Access database at once, and it was no extra cost since all computers in the center have Access anyway).

In any case, they migrated their records over to Access without any database planning. (more…)

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Given the University’s need to assess the English language proficiency of in-coming transfer students from the community college system, I was able to continue assessing the effectiveness of our ESL placement test. Earlier this week, a group of transfer students took the new grammar/vocabulary test, as well as the existing oral interview, and a revised writing test. Now that I have additional examinee data, I have been able to conduct an initial item analysis. (more…)

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My exposure to English language teaching contexts is fairly limited: side from my work with a community adult education program, it’s been almost entirely English for academic puporses (aka school).

But my TESOL students this semester are gaining a wider exposure than I can offer them. Due to the course requirement that they observe other ESL classes, they are finding classes in elementary schools,  businesses, churches, and even jails. If I wasn’t so busy with my own teaching, I’d love to join them as they explore these other contexts for English language learning. For now, I’ll simply have to be content reading their observation reports.

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I just picked this one up off the latest edition of Language Testing journal. I’m always a little cautious of ETS articles written only by ETS researchers. They invariably tend to support ETS practices and promote ETS products. Still, they do lots of research and serve as a model for lots of interesting approaches to language testing, so I don’t begrudge – I just take anything they publish with a grain of salt. After all, any researcher regardless of the institutional association has some agenda or other.

Here’s the reference, and the review is after the jump:

Sawaki, S. Stricker, L. J., and Oranje, A. H. (2008). Factor structure of the TOEFL Internet-based test. Language Testing, 26, 5-30.

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