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sj-pdf-1-ltj-10.1177_02655322211032873 – Supplemental material for Aptis test review ...
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sj-pdf-1-ltj-10.1177_02655322211032873 – Supplemental material for Aptis test review ...
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Facilitating Willingness to Communicate (WTC): Communication for Academic and Social Life (CASL)
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In: Theses and Dissertations Available from ProQuest (2017)
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Objectives, Goals, and Formative Assessment in the Oral English Proficiency Program
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In: Theses and Dissertations Available from ProQuest (2017)
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Abstract:
This dissertation investigates the local context of assessment in the Oral English Proficiency Program (OEPP), the support program for prospective international teaching assistants (ITAs). It provides a unique opportunity to understand international graduate students’ language needs, individualized practice strategies, and improvement goals. Analysis of three assessment documents, (1) the Oral English Proficiency Test (OEPT) Review, (2) the Pronunciation Diagnostic, and (3) the Midterm/Final Evaluation, was conducted. The OEPT Review was analyzed for what and how initial student language needs were identified. The Pronunciation Diagnostic was analyzed for segmental pronunciation issues. The Midterm/Final Evaluation was analyzed for: (i) the extent to which language needs were carried over from the OEPT Review and the Pronunciation Diagnostic, (ii) the practice strategies for language needs, and (iii) the goals for language needs based on specificity, clarity, and observability. In addition, instructor’s indication of student progress on their goals was included. On the OEPT Review, grammar and vocabulary were noted as in need of improvement for more than two thirds of students. More than four out of five OEPT Reviews indicated an intelligibility issue. Common grammar issues were bound morphology and verb use. Common vocabulary issues were idiomaticity and range of vocabulary. Common intelligibility issues were fluency, pronunciation, and prosody. The Pronunciation Diagnostic identified common segmental issues that tended to be low functional load (FL) indicating they do not distinguish between words frequently and/or do not contrast in commonly occurring words (Brown, 1991; Catford, 1987). The Pronunciation Diagnostic results indicated one common pronunciation issue for this population that was high functional load, the tense vowel /i/, as in seat. The Midterm/Final Evaluation indicated that approximately two thirds of the language skills addressed in the goals were needs on the OEPT Review. The Midterm/Final Evaluation practice strategies mostly targeted specific language skills and identified how often the students should practice. Goals on the Midterm/Final Evaluation consistently targeted a specific language skill, for example idiomatic vocabulary (specificity). Goals did not always articulate how improvement in the language skill would be demonstrated, for example use of five collocations in a presentation (clarity). Nor did they always indicate when the student would demonstrate improvement, for example in the final presentation (observability). Final evaluations of goals indicated that 65% of student goals were met. This dissertation concludes by providing appropriate practice strategies and goals and suggesting improvements to assessment in the OEPP.
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Keyword:
English as a Second Language
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URL: https://docs.lib.purdue.edu/dissertations/AAI10606881
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Measuring fluency: Temporal variables and pausing patterns in L2 English speech
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In: Theses and Dissertations Available from ProQuest (2016)
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Developing L2 reading fluency: Implementation of an assisted repeated reading program with adult ESL learners
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In: Theses and Dissertations Available from ProQuest (2016)
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Second language writing instructor written feedback practices in an ESL freshman composition class: A complexity theory perspective
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In: Theses and Dissertations Available from ProQuest (2015)
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The processing of formulaic language on elicited imitation tasks by second language speakers
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In: Theses and Dissertations Available from ProQuest (2015)
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Making the cut: Indiana school accountability and English learner test performance
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In: Theses and Dissertations Available from ProQuest (2014)
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Effects of pragmatic task features, English proficiency, and learning setting on Chinese ESL/EFL spoken performance of requests
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In: Theses and Dissertations Available from ProQuest (2014)
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Relationships between lexical proficiency and L2 oral proficiency
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In: Theses and Dissertations Available from ProQuest (2014)
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Disentangling fluency, comprehensibility and coherence: Toward a better understanding of oral proficiency profiles
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In: Theses and Dissertations Available from ProQuest (2014)
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Accountability Lessons for Indiana Schools Serving English Learners
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In: INTESOL Journal; Vol. 11 No. 1 (2014) ; 2373-8936 (2014)
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Development and implementation of an ESL classroom assessment of face-to-face conversational interaction
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In: Theses and Dissertations Available from ProQuest (2012)
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A many-facet Rasch analysis of rater effects on an Oral English Proficiency Test
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In: Theses and Dissertations Available from ProQuest (2010)
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