Application of Grounded Theory Methodology Using CEFR in the Field of Language Testing

Goundar, Prashneel Ravisan

doi:10.5539/res.v15n1p1

Cited by 3 publications

(2 citation statements)

References 21 publications

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“…Figure 1 breaks down the coding process utilised in this study. The data analysis took place in three stages: the first is open coding, followed by selective coding and finally, theoretical coding (Goundar, 2023a, b). The data in this study was analysed using bottom-up coding whereby the codes emerged from the data and not from the literature (Urquhart, 2013).…”

Section: Methodsmentioning

confidence: 99%

Language, educational inequalities and epistemic access: crafting alternative pathways for Fiji

Goundar

2023

QRJ

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PurposeThe goal of this article is two-fold. The first is to contribute new insights to inform education policies for addressing the underlying educational inequalities and injustices that are caused by lack of epistemic access in the context of Fiji higher education. The second is to explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries.Design/methodology/approachTo explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries. The study was conducted at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university programme. The same cohort was tracked throughout the project, out of which 30 students were interviewed at the end of the first year.FindingsThe four indicators include: (1) lack of teaching and learning resources, (2) language barriers, (3) problems with the medium of instruction and (4) shortage of experienced teachers.Originality/valueAlthough widely acknowledged in previous studies from elsewhere, the indicators of educational inequalities identified in this study are worth reporting on due to the unique socio-cultural and linguistic context of Fiji.

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Section: Methodsmentioning

confidence: 99%

Language, educational inequalities and epistemic access: crafting alternative pathways for Fiji

Goundar

2023

QRJ

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“…Thus, this study used the Common European Framework of Reference for Languages (CEFR) writing language guidelines. The CEFR is one of the most comprehensive frameworks for language evaluation around the world and it has been adopted by language testing organisations worldwide (Goundar, 2023a;Taylor & Jones, 2006, p. 1). Language tests such as Cambridge ESOL, International Legal English Certificate (ILEC), Asset Languages and IELTS (Taylor & Jones, 2006) are aligned to the CEFR framework.…”

Section: Research Questionsmentioning

confidence: 99%

Examining Fijian first-year university students’ English proficiency on CEFR levels

Goundar

2023

AJAL

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English is the main lingua franca among the various ethnolinguistic groups in Fiji. This results in a sociocultural problem when students enter universities from different high school backgrounds. To this end, this study analysed the level of difference in writing abilities at the beginning of the first year of study and at the end of the first-year program of undergraduate students. The goal was to generate new insights that could inform ongoing efforts towards ameliorating academic English language proficiency in Fiji. The study took place at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university program. This study used the Common European Framework of Reference for Languages (CEFR) to evaluate student writing skills and for the development of curricula to meet students’ needs. The study employed quantitative research design to a longitudinal language testing research context. The CEFR was successful in gauging the student’s preparedness for university study and work life. Out of the 120 students, it was observed that from the 62 students who were at the A1 level at the end beginning of the year progressed to levels B1 and B2. Out of 62, 21 moved to B1 where 41 moved to B2. Further, 49 students from A2 level also progressed as 44 of these students had B2 and another 5 made substantial improvement by moving up to C1 level. The findings of this study can be used in improving support systems to enhance the smooth transition of multilingual students from high school through university and into the workforce. The analyses have the potential to provide insights into how Fijian undergraduate students are performing compared to students in other countries and how the EFL curriculum might be adapted to students’ needs.

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Learners’ attitudes toward language education based on cultural identities: global citizenship agenda in higher education institutions of Pakistan

Siddiqui,

Asad,

Rind

2024

JARHE

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PurposeEnglish is the language of global communication, worldwide mobility, job progress, and access to new information and research. Given the numerous roles that English plays in today's society, higher education institutes (HEIs) all over the world are pursuing English-medium education. For Pakistan, however, English-medium education is a colonial legacy rather than a deliberate choice. Research suggests that English-medium education is not devoid of controversy in higher education in Pakistan; nonetheless, students have to seek English-medium education in universities to compete with the world. In fact, being committed to SDG 4.7 Education for sustainable development and global citizenship, Pakistan is supposed to educate its citizens to become global citizens, for which English-medium education is essential. Given the fact that each of the five provinces of Pakistan has a distinct culture and sub-cultures, it is important to see how Pakistani students’ attitudes to English-medium education to become global citizens are different based on their cultural identities. Therefore, the present study aims to analyze undergraduates’ attitudes toward English-medium education based on their cultural identities to become global citizens.Design/methodology/approachUnder the quantitative research paradigm, the present research adopted a comparative design. One hundred and fifty undergraduates participated in the study. The data were collected using a 15-item questionnaire on a 5-point Likert scale, and it was analyzed using the Statistical Package for Social Science (SPSS) version 27.0.FindingsThe results of the study revealed that participants regardless of their cultural identities have positive attitudes towards English-medium education as they believe it to be a source of career development, and improvement of their language, communication, and interpersonal skills. The participants also did not see English-medium education posing any threat to traditional culture and local languages. The findings of the present study also revealed that there is no statistical difference across the different categories of cultural identity.Practical implicationsThe findings of the present study regarding students’ attitudes toward English-medium education will have implications for policymakers and university administration. Since cultural identity does not hinder acceptance of English-medium education, students’ positive attitudes can help policymakers promote multilingualism and English-medium education for career development. However, high-quality English language programs are crucial for maximizing the benefits. Likewise, positive attitudes of students towards English-medium education in Pakistan suggest students’ openness to intercultural dialogue. Therefore, university administration can further enhance student exchange programs for transnational research and development. Likewise, the study implies that cultural identity may not hinder English-medium education implementation in developing countries provided that practical benefits like career advancement and communication skill are emphasized.Originality/valueThe study is unique in the sense that it analyses undergraduates’ attitudes towards English-medium education concerning students’ cultural identities and global citizenship which have not been studied previously.

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Application of Grounded Theory Methodology Using CEFR in the Field of Language Testing

Cited by 3 publications

References 21 publications

Language, educational inequalities and epistemic access: crafting alternative pathways for Fiji

Language, educational inequalities and epistemic access: crafting alternative pathways for Fiji

Examining Fijian first-year university students’ English proficiency on CEFR levels

Learners’ attitudes toward language education based on cultural identities: global citizenship agenda in higher education institutions of Pakistan

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