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The relationship between implicit associations and the social priming of speech ...
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Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners
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Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners ...
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The IELTS Exam and Cut-Off Decisions: One University's Mistake
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In: World Languages and Cultures Faculty Publications (2020)
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Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern
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In: Frühe Bildung 8 (2019) 4, S. 181-186 (2019)
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Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern ...
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Standard setting in specific-purpose language testing: what can a qualitative study add?
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Code-switched English Pronunciation Modeling for Swahili Spoken Term Detection (Pub Version, Open Access)
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Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache. Validierung des GSL-Testinstruments
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In: Blömeke, Sigrid [Hrsg.]; Zlatkin-Troitschanskaia, Olga [Hrsg.]: Kompetenzen von Studierenden. Weinheim u.a. : Beltz Juventa 2015, S. 32-54. - (Zeitschrift für Pädagogik, Beiheft; 61) (2015)
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Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache. Validierung des GSL-Testinstruments ...
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| 14 |
Methods for Evaluating Text Extraction Toolkits: An Exploratory Investigation
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In: DTIC (2015)
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| 15 |
Survival of the Fittest: The Role of Linguistic Modification in Nursing Education
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015)
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Abstract:
This project’s long term goal was to improve English-as-a-Second-Language (ESL) nursing student retention. Improving the quality of multiple choice exams is a first crucial step. ESL students find multiple-choice exams to be one of the most challenging aspects of nursing school. One reason for this is the presence of linguistic errors in exam questions. Linguistic errors include: irrelevant question content, poor sentence structure, and culturally biased words or phrases. Non-ESL students are less affected because exams are written in their native language. Linguistic modification, as part of best practices in item writing, removes these types of errors. The U.S. Department of Education indicated that ESL students gained 6% points on linguistically modified mathematics exams in comparison to non-modified exams. The specific aim of this study was to compare exam scores of ESL to non-ESL nursing students on a standard multiple-choice exam compared to a linguistically modified exam. Current research highlights the needs of ESL nursing students along with the general role of linguistic modification. However, no identified quantitative studies evaluate the role of linguistic modification in nursing education. This study was unique in that it compared four subgroups of nursing students using an experimental method. Utilizing stratified randomization, nursing students were assigned to one of four subgroups. Two controls groups, ESL, and non-ESL students completed a standard exam of 50 questions. Two experimental groups, ESL and non-ESL students, took the same exam but with 50 linguistically modified questions. There were 67 ESL students that took the experimental (linguistically modified) exam. Sixty-eight (68) ESL students completed the control (standard) exam. There were 252 non-ESL students that took the experimental exam and 257 non-ESL students that completed the control exam. Confounding variables were identified as GPA and program type (BSN and ADN). A 2x2 ANCOVA model was used for statistical analysis. The observed mean for the ESL students on the experimental exam was 69.94. The non-ESL students demonstrated an observed mean of 72.08 on the experimental exam. The observed mean for the ESL students on the control exam was 69.34 and non-ESL students 71.61. The combined means for both the experimental and control exam was 71.84 for the non-ESL students and 69.64 for the ESL students. The difference in observed means between the experimental exam and control exam for the ESL students indicate a 0.6% increase in the mean score. The non-ESL students had a 0.48% increase in mean score between the experimental and control exams. Students completed the experimental exam in 10% less time than the students that completed the control exam. The BSN students had a combined 3% increase in mean score over the ADN participants. This research demonstrates several benefits from linguistic modification to nursing education. Students perceive linguistically modified exam questions to be clearer than non-modified questions, linguistic modification resulted in higher exam scores for ESL and non-ESL students, and finally linguistic modification resulted in decreased test completion time.
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Keyword:
Education; English as a second language; English language — Study and teaching — Foreign speakers; Higher Education; Item writing; Linguistic modification; Linguistics; Multiple choice test; Multiple-choice examinations; Nursing; Nursing education; Nursing students; Nursing – Study and teaching; Other Nursing
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URL: https://digitalscholarship.unlv.edu/thesesdissertations/2394
https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=3395&context=thesesdissertations
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| 16 |
Einblicke in die sprachlichen Leistungen türkischer Kinder mit Deutsch als Zweitsprache
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 6 ; 4 ; 471-478 (2014)
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The role of memory in processing relative clauses in children with Specific Language Impairment
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An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1383970960 (2013)
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Language Enabled Airmen Program: Language Intensive Training Events 2011 Results
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In: DTIC (2013)
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Predicting Proficiency without Direct Assessment: Can Speaking Ratings be Inferred from Non-participatory Listening and Reading Ratings?
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In: DTIC (2013)
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