Considering Young Learners’ Characteristics in Developing a Diagnostic Assessment Intervention

Jang, Eunice Eunhee; Vincett, Megan; Boom, Edith H. van der; Lau, Clarissa; Yang, Yehbeen

doi:10.4324/9781315674391-11

Cited by 5 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This finding suggests that literacy interventions could be tailored to individual students’ strengths and needs in elementary school. Jang, Vincett, van der Boom, Lau, and Yang () created an intervention for linguistically and culturally diverse grade 6 students, in which literacy skill and self‐regulated learning were diagnostically assessed, and these became each student's personal learning objectives. The results showed promise for this type of assessment and intervention.…”

Section: Discussionmentioning

confidence: 99%

Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling

Sinclair

Jang

Vincett

2018

Reading Research Quarterly

Self Cite

View full text Add to dashboard Cite

This study examined the literacy profiles of students from diverse home‐language backgrounds and tracked those profiles from grade 6 to grade 10. The authors also investigated the predictive relations of students’ immigration background, gender, and participation in two instructional programs. The results from latent class and latent transition analyses suggest that grade 6 literacy profiles are strong predictors of literacy profiles in grade 10. Students from diverse home‐language backgrounds and those who had immigrated to Canada tended to have strong literacy profiles and positive trajectories. The analyses also indicate that students who used very little or no English at home, even those who had a strong literacy skill profile in grade 6, may benefit from additional literacy support in high school. In terms of instructional programming variables, participation in an English as a Second Language program was associated with little change in students’ literacy profiles over time, and career‐oriented streaming showed a strong negative impact on literacy skill development. In terms of language‐in‐education policy and practice, the findings support the idea that, generally speaking, students from multilingual home‐language environments retain strong literacy profiles between elementary and high school. The findings also emphasize the importance of quality instructional programming.

show abstract

Section: Discussionmentioning

confidence: 99%

Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling

Sinclair

Jang

Vincett

2018

Reading Research Quarterly

Self Cite

View full text Add to dashboard Cite

show abstract

“…Basca & Csíkos, 2016;Djigunović, 2016;. While affective factors have been recognised as impacting on test performance in general (Bachman & Palmer, 2010), the examination of task-related affective factors seems particularly important in young learner contexts (Carless & Lam, 2014), because children's achievement on a test is closely linked to their interest in test tasks (Bailey, Heritage, & Butler, 2014;Hasselgreen & Caudwell, 2016) and their emotional reactions to these tasks (Jang, Vincett, Vander Boom, Lau, & Yang, 2017). In addition, in instructed classroom settings, individual instances of assessment might be considered low-stakes at face value, whereas at the same time scores might inform aspects of the teaching and learning, and thus confidence in the test results is also essential in such contexts.…”

Section: Introductionmentioning

confidence: 99%

Motivational Factors in Computer-administered Integrated Skills Tasks: A Study of Young Learners

Kormos

Brunfaut

Michel

2019

Language Assessment Quarterly

View full text Add to dashboard Cite

Previous studies examined the association between motivational characteristics and language learning achievement, but considerably less is known about young language learners' task-specific motivation in assessment contexts. Our study investigated the task motivation of young learners of English when completing computer-administered integrated test tasks, and the relationship between task performance and test task motivation. Hundred and four learners aged between 11 and 15 years completed three computer-administered assessment tasks: a Listen-Write task, which required a summary of a listening text, and two Listen-Speak tasks, in which learners had to retell a listening text with academic and non-academic content, respectively. Participants also filled in a task-motivation questionnaire, containing items on appraisals of task difficulty, task-related emotions and anxiety, effort and subjective competence. The results indicated that the young learners held positive views on the integrated assessment tasks. Nevertheless, they found the Listen-Speak tasks significantly more difficult, more anxiety-provoking and less enjoyable than the Listen-Write task and they judged their competence to be lower than in the Listen-Write task. Task-motivational factors accounted for a low level of variation in task performance. These findings have important implications for the design and use of computer-administered integrated tasks in assessing young L2 learners.

show abstract

Assessment of Young English Learners in Instructional Settings

Butler¹

2019

Springer International Handbooks of Education

View full text Add to dashboard Cite

Considering Young Learners’ Characteristics in Developing a Diagnostic Assessment Intervention

Cited by 5 publications

References 0 publications

Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling

Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling

Motivational Factors in Computer-administered Integrated Skills Tasks: A Study of Young Learners

Assessment of Young English Learners in Instructional Settings

Contact Info

Product

Resources

About