An Evaluation of Alternative Item Formats for Testing English as a Foreign Language

Pike, Lewis W.

doi:10.1002/j.2333-8504.1979.tb01174.x

Cited by 40 publications

(34 citation statements)

References 6 publications

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“…Studies by Pike (1979), Koda (1989), and Barnett (1986) also indicated a significant relationship between L2 vocabulary knowledge and L2 reading comprehension. Pike's (1979) correlational matrix of scores from the Test of English as a Foreign Language subtests showed high correlations between vocabulary knowledge and reading comprehension, and between grammatical skill and reading comprehension.…”

Section: Theoretical and Empirical Supportmentioning

confidence: 92%

“…Pike's (1979) correlational matrix of scores from the Test of English as a Foreign Language subtests showed high correlations between vocabulary knowledge and reading comprehension, and between grammatical skill and reading comprehension. Similarly, Barnett's (1986) data indicated that reading comprehension increases along with vocabulary knowledge and grammatical skill.…”

Section: Theoretical and Empirical Supportmentioning

confidence: 94%

“…For low-difficulty material, however, it was an ineffective predictor of reading comprehension. Koda (1990) tested college-level subjects of varying LI backgrounds who were enrolled in Japanese and discovered that vocabulary knowledge contributed more to L2 reading when a multiple choice reading test was used.Studies by Pike (1979), Koda (1989), and Barnett (1986) also indicated a significant relationship between L2 vocabulary knowledge and L2 reading comprehension. Pike's (1979) correlational matrix of scores from the Test of English as a Foreign Language subtests showed high correlations between vocabulary knowledge and reading comprehension, and between grammatical skill and reading comprehension.…”

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confidence: 92%

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Connections between First- and Second-Language Reading

Brisbois

1995

Journal of Reading Behavior

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This study builds upon previous research examining the relationship between first-language (L1) reading, second-language (L2) knowledge, and L2 reading. The unique contributions of L1 reading, L2 vocabulary, and L2 grammatical skill to L2 reading scores are investigated along with whether or not the contributions differ by course level. Subjects included 131 students (88 beginners and 43 upper level) enrolled in French at the U.S. Air Force Academy. Data were analyzed using multiple regression. Two programs were run for each subject group because L1 reading was measured using two different tests-recall protocols and the comprehension portion of the Nelson Denny Test. All of the independent variables contributed significantly for beginners, but did so for the upper level subjects only when L1 protocols were used as the reading measure. Typically, L1 reading contributed substantially, particularly for the upper level group, supporting Cummins's (1981) Hypothesis. This study demonstrates the importance of L1 reading and L2 knowledge to L2 reading comprehension.The purpose of this study was to build upon previous research examining the relationship between first-language (L1) and second-language (L2) reading comprehension. In recent years, increased discussion has centered around this connection. According to Hultsijn (1991), insights into the relationship are important for two main reasons. First, an enhanced grasp of the connections between LI and L2 reading will further theoretical understanding of both the LI and L2 reading processes. Both LI and L2 reading research would benefit if links could be established between LI and L2 reading theories. Second, instructors could apply new insights in the aid of L2 learners with reading problems. Should L2 readers be instructed to 565 566 Journal of Reading Behavioruse LI reading strategies? Should they study more L2 vocabulary and grammar? More research into the relationship between LI and L2 reading is needed before these questions can be answered (Hultsijn, 1991).The issue of LI and L2 reading connections came to the fore when Alderson (1984) posed the widely quoted question asking whether L2 reading is a language problem or a reading problem. Bernhardt and Kamil (1995) comment, "the question implies that its answer lay in an examination of second language linguistic/ grammatical knowledge apart from an examination of first language reading skill" (pp. 1-2). The present study contends that the contributions of LI reading, L2 vocabulary knowledge, and L2 grammatical ability to L2 reading comprehension need to be examined in order to gain increased understanding of the L2 reading process.Cummins 's (1981) Interdependence Hypothesis maintains that experience with either the LI or the L2 can promote development of the capacities underlying both languages. According to Cummins (1981), literacy skills can transfer, given sufficient motivation and exposure to the L2.An abundance of research on language transfer supports Cummins's (1981Cummins's ( , 1991 Interdependen...

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Section: Theoretical and Empirical Supportmentioning

confidence: 92%

Section: Theoretical and Empirical Supportmentioning

confidence: 94%

mentioning

confidence: 92%

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Connections between First- and Second-Language Reading

Brisbois

1995

Journal of Reading Behavior

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“…There have also been studies that demonstrate the relationship between TOEFL scores and indices of language performance. Pike (1979) found relationships between TOEFL scores and scores obtained on oral interviews and writing samples. Henning and Cascallar (1992) found relationships between TOEFL scores and independent ratings of oral and written communication.…”

Section: Introductionmentioning

confidence: 84%

Investigating the Validity of Toefl: A Feasibility Study Using Content and Criterion‐related Strategies

Rosenfeld

Oltman

Sheppard

2003

ETS Research Report Series

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The purpose of this study was to investigate the feasibility of two complementary approaches to assessing the validity of the TOEFL examination. One approach used evidence based on test content. In the context described in this report, evidence based on test content refers to the degree to which the items on the TOEFL examination are representative of the knowledge and skills required to demonstrate English proficiency in undergraduate and graduate programs throughout the United States and Canada. The content-oriented approach used in this pilot study involved item rating procedures that were designed to evaluate and document the relationship between the language tasks or behaviors previously identified as important for academic success and the test items used to measure them. The second approach used a criterion-related validation strategy. In this aspect of the study, experimental rating scales were developed for use by faculty to evaluate students' current levels of English language proficiency. These scales were designed to sample the domain of behaviors previously identified as important.Key words: validity, language testing, rating scales ii The Test of English as a Foreign Language™ (TOEFL®) was developed in 1963 by the National Council on the Testing of English as a Foreign Language. The Council was formed through the cooperative effort of more than 30 public and private organizations concerned with testing the English proficiency of nonnative speakers of the language applying for admission to institutions in the United States. In 1965, Educational Testing Service® (ETS®) and the College Board® assumed joint responsibility for the program. In 1973, a cooperative arrangement for the operation of the program was entered into by ETS, the College Board, and the Graduate Record Examinations® (GRE®) Board. The membership of the College Board is composed of schools, colleges, school systems, and educational associations. GRE Board members are associated with graduate education.ETS administers the TOEFL program under the general direction of a policy board that was established by, and is affiliated with, the sponsoring organizations. Members of the TOEFL Board represent the College Board, the GRE Board, and such institutions and agencies as graduate schools of business, junior and community colleges, nonprofit educational exchange agencies, and agencies of the United States government.A continuing program of research related to the TOEFL test is carried out under the direction of the TOEFL Committee of Examiners. Its 13 members include representatives of the TOEFL Board, and distinguished English as a second language specialists from the academic community. The Committee meets twice yearly to oversee the review and approval of proposals for test-related research and to set guidelines for the entire scope of the TOEFL research program. Members of the Committee of Examiners serve three-year terms at the invitation of the Board; the chair of the committee serves on the Board.Because the studies are specific...

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“…These TOEIC findings are consistent with general evidence that various aspects of English proficiency are relatively closely intercorrelated: it appears that coefficients centering around .70 can be expected between direct and indirect measures of basic ESL macroskills (writing, speaking, listening, reading) in representative samples of educated ESL users/learners, such as those who take the TOEIC in corporate settings, or the TOEFL in academic settings (see, for example, Hale, 1986;Carlson, Bridgeman, Camp, and Waanders, 1985;Oller, 1983;Clark, 1979, 1980;Pike, 1979;Echternacht, 1970;Carroll, 1967aCarroll, , 1967b. This level of correlation (centering around .7) also tends to obtain between scores on the TOEFL and scores on the verbal sections of standard undergraduate-and graduate-level admission tests (e.g, SAT, GMAT, GRE), widely used in the United States, in both unselected samples (e.g., Wilson, 1982;Powers, 1980;Angelis, Swinton, and Cowell, 1979) and highly selected samples of enrolled graduate students (e.g., Yule and Hoffman, 1991;Wilson, 1986Wilson, , 1985Sharon, 1972).…”

Section: Endnotesmentioning

confidence: 99%

Validating a Test Designed to Assess Esl Proficiency at Lower Developmental Levels

Wilson¹

1999

ETS Research Report Series

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This exploratory study examined relationships between a test designed to assess Englishlanguage listening comprehension and reading skills in samples of nonnative-English speakers at lower levels of developed proficiency in English as a second or foreign language (ESL or EFL). The test--called ESL-EZY--was developed by using items similar to but easier, on the average, than those being used in an existing ESL proficiency test designed for intermediate-or higher-level ESL users/learners. This paper reports evidence regarding the relationship between ESL-EZY scores and teachers' ratings of oral English proficiency in samples--assessed in diverse settings in the United States and Japan--selected to include subgroups that tend to differ relatively widely in average level of developed English proficiency. Scores on ESL-EZY were found to correlate relatively strongly with teachers' ratings within the respective subgroups; correlations were especially strong in relatively less proficient subgroups, suggesting that for younger ESL-students and other ESLlearners with limited developed functional proficiency in English as a foreign or second language, a test embodying properties similar to those represented by ESL-EZY might provide useful supplementary assessment information.

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An Evaluation of Alternative Item Formats for Testing English as a Foreign Language

Cited by 40 publications

References 6 publications

Connections between First- and Second-Language Reading

Connections between First- and Second-Language Reading

Investigating the Validity of Toefl: A Feasibility Study Using Content and Criterion‐related Strategies

Validating a Test Designed to Assess Esl Proficiency at Lower Developmental Levels

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