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The relationship between test-takers’ first language, listening proficiency and their performance on paired speaking tests
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| 42 |
Contrasting the oral and written narratives of six- and eight-year-old Canadian children
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| 43 |
Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension
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Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016
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| 44 |
Using The Mobile Application Evernote for Diagnostic Assessment to Enhance Foreign Language Proficiency
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| 45 |
An evaluation of a post-entry test: An item analysis using Classical Test Theory (CTT)
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In: Open Access Dissertations (2016)
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| 46 |
TOEFL Strategies: A Complete Guide to the iBT
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In: SHU Faculty Publications (2016)
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| 47 |
Speaking and Writing Strategies for the TOEFL iBT (2nd ed.)
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In: SHU Faculty Publications (2016)
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| 48 |
Avaliação de nivelamento no programa de português para estrangeiros da UFRGS : uma proposta de novos instrumentos avaliativos de leitura e escrita
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| 49 |
Sprachstandsfeststellung - eine Mixed-Methods Studie anhand der Profilanalyse und des C-Tests
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| 50 |
Minimal pair therapy as a method of improving oral English proficiency among non-native English language learners (ELLs)
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| 51 |
The Effect of Language Ability in Creativity Assessment
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Abstract:
University of Minnesota M.S. thesis. May 2016. Major: Design. Advisor: Barry Kudrowitz. 1 computer file (PDF); vi, 51 pages. ; Creativity is widely acknowledged and manifested a universal human experience, yet its definitions and assessments are complex and vary in different cultures. This paper aims at exploring the effect of English language ability on university students’ creativity assessment. With two studies, the investigation was conducted among students of English as a Second Language (ESL) and Native Speakers of English (NSE). Creativity assessment test Torrance Test of Creative Thinking (TTCT) was used in both a United States university class and a Chinese university class. The Alternative Use Test (ALT) and Remote Associates Test (RAT) were used in the US university class. All three tests are a widely used means to evaluate an individual’s creative ability. These tests require some degree of written text to communicate the creative concepts. The TTCT, ALT and RAT were used by US students in the first study. As hypothesized, the results indicated a significant difference in creative ability between ESL and NSE students, with NSE students’ scores being much higher than that of ESL students. Scores of TTCT revealed no strong correlation between self-rating of English ability and creativity. It was hypothesized that the language in which the test is taken is a critical factor. A second study was conducted among Chinese university students (ESL) with the TTCT. Approximately half of the students were given the TTCT in Mandarin; the other half was given the test in English. Disproving our hypothesis, there was no significant difference in creativity scores, showing that English ability was not a critical factor in the TTCT. However there is a significant difference when comparing TTCT scores of the Chinese students to that of the NSE students. This data suggests that Chinese students are likely less creative than NSE students as evaluated by the TTCT. Factors which affect the result of creativity assessment are various, of which language plays certain functions in the aspect of opening up individuals’ vision, inspiring their imagination and better understanding the works of art from other cultures. In the last part of this thesis, the author points out that when making a fair and reliable conclusion about individual’s creative ability, elements in social, cultural and educational diversities should certainly be included.
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Keyword:
Creativity Ability; Cultural Differences; English as Second Language; Torrance Test of Creative Thinking
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URL: http://hdl.handle.net/11299/181825
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| 53 |
Short persistent sleep duration is associated with poor receptive vocabulary performance in middle childhood
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| 54 |
The productivity of ‘unnatural’ labial palatalization in Xhosa
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In: Nordlyd: Tromsø University Working Papers on Language & Linguistics, Vol 42, Iss 1 (2016) (2016)
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| 55 |
The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment
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In: ExELL (Explorations in English Language and Linguistics), Vol 4, Iss 1, Pp 41-57 (2016) (2016)
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| 56 |
Test Fairness in Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 54-59 (2016) (2016)
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| 57 |
Developing a c-test to measure language ability as an alternative to a skills-based test Ingrid Sarapuu, Ene Alas
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 237-252 (2016) (2016)
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| 58 |
The Educational Consequences of Language Proficiency for Young Children
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| 59 |
The Effects of Visual Input on Scoring a Speaking Achievement Test
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-23 (2016) (2016)
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| 60 |
LEARNERS’ PERSPECTIVES OF FACTORS INFLUENCING GAINS IN STANDARDIZED ENGLISH TEST SCORES
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In: TEFLIN Journal, Vol 27, Iss 1, Pp 63-81 (2016) (2016)
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