Ergonomics factors in English as a foreign language testing: The case of PLEVALEX

Laborda, Jesus Garcia; Magal-Royo, Teresa; Rocha, José Macario de Siqueira; Álvarez, Miguel Fernández

doi:10.1016/j.compedu.2009.08.021

Cited by 23 publications

(8 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In numerous territories, English language is believed the most significant foreign or second language (Laborda, Magal-Royo, Rocha, & Álvarez, 2010;Sun et al, 2011). In this manner, this point is a necessary argument to expand a prospect proposition by which to encourage learners in acquiring English as foreign language (Liu et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Vocabulary Learning Strategies of Iranian EFL University Students: Repeating versus Cooperating with Peers

Naeimi¹,

Foo²

2014

ELT

View full text Add to dashboard Cite

Vocabulary learning and assessment are considered as the key basis for the training of English as a foreign language. However, it is time-consuming, uncertain and repetitious for the teachers to assess the proficiency of the students' vocabulary storage. This paper reports the results of a study which aimed to investigate the effect of Repeating as a direct vocabulary learning strategy versus Cooperating with Peers as an indirect vocabulary learning strategy teaching on the improvement of word knowledge on reading comprehension skill of Iranian undergraduate students. In order to attain the aim of the research, a vocabulary test was administrated to one hundred and forty-six male and female pre-intermediate EFL university students. Ultimately, seventy-eight pre-intermediate language learners were elected and appointed into two experimental groups (A and B) based on a vocabulary pre-test. The group (A) was taught vocabulary through Using Repeating vocabulary learning strategy and the group (B) was taught Cooperating with Peers vocabulary learning strategy for the aim of improving their lexical knowledge in reading comprehension skill. In the end of the treatment period, another vocabulary test (post-test) was implemented to all the students of two groups. After analyzing the data of the study that administered through using Independent samples t-test statistics, the results showed that there was a considerable difference between the two experimental groups under analysis in terms of their vocabulary improvements. The outcomes revealed that Repeating as a direct vocabulary learning strategy can cause to higher accomplishments of word storage in reading comprehension skill of Iranian pre-intermediate EFL undergraduate learners.

show abstract

Section: Introductionmentioning

confidence: 99%

A Comparison of Vocabulary Learning Strategies of Iranian EFL University Students: Repeating versus Cooperating with Peers

Naeimi¹,

Foo²

2014

ELT

View full text Add to dashboard Cite

show abstract

“…To know the quality of the test, meaning how valid and reliable the tests were, there were some methods used in this study. The steps were 1) ranking their scores orderly from the highest to the lowest one; 2) dividing students into two groups, the upper (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20) and the lower group (21-40); 3) counting the correct and incorrect answer of each number in every group; 4) formulating the level of facility index (FV) or level of difficulties and the easiness of each item (CU+CL/N). The range can be transcribed that the value that was less than 0.30 was rejected because the item was too difficult for the students, the items were accepted when the result ranged between 0.30-0.70, while the tests were rejected if the score was more than 0.70 which was considered too easy.…”

Section: Chart 1 the Psychological Effect Of The Given Treatmentmentioning

confidence: 99%

Writing English language test items as a learning device: a principle of habit formation rules

Astawa

Handayani

Mantra

et al. 2017

ijssh

View full text Add to dashboard Cite

The present study aims to uncover how valid and reliable the multiple-choice test items as learning device are and their effect on permanent language habit formation. In this pretest-posttest one group pre-experiment study, we observed and analyzed the English test constructed by junior high school teachers. The Pretest on constructing the test items was administered to fifteen English teachers and some weaknesses were revealed. These can be seen from the total score of 855 and the mean score was 57.00. Treatment was given by ensuring them the rules of writing the test based on a principle of habit formation. The competence of teachers in constructing appropriate test items increased to higher quality indicated by scores of 79.33. It means the treatment has significantly influenced the ability of English teachers in constructing appropriate tests. The tests were tried out to 40 students of Junior High School and the result showed that 63 test items were valid and 37 was invalid. The fifty-valid test was administered to the students of different Junior High School and the result showed that the mean score was 72.53. 21 students from 40 students passed the minimum rank and 19 students still needed improving. The highest score was 95 and the lowest one was 26. The medium was 78 and the mode was 53. After measuring the reliability level, the standard deviation ranged 0.50 – 1.00, meaning that the test was appropriate to be applied as measuring device. The valid test was then reconstructed to be raw material of software module.

show abstract

“…Estudios previos (GARCÍA LABORDA et al, 2010) ya habían apuntado que la inmensa mayoría de los profesores de inglés de Bachillerato aprueban la creación de una evaluación oral en la PAU. Los resultados de esta sección muestran que los profesores del estudio aquí descrito tienen, sin embargo, ciertas reservas en cuanto a los siguientes aspectos:…”

Section: Expresión Oralunclassified

“…En lo referente a la automatización de la prueba, son numerosos los estudios en el proyecto Paulex Universitas que han demostrado los beneficios de la posible implementación del examen de lengua extranjera asistida por ordenador dentro de la PAU (DE SIQUEIRA et al, 2010;GARCÍA LABORDA et al, 2010;GIMENO SANZ;. A juzgar por las respuestas obtenidas en este estudio, hay dos aproximaciones posibles a la cuestión.…”

Section: Interpretación De Los Datos Y Conclusionesunclassified

Actitudes docentes hacia los ejercicios de la Prueba de Acceso a la Universidad informatizada

2017

View full text Add to dashboard Cite

IV ResumenEl presente artículo forma parte de la investigación desarrollada en el proyecto Paulex Universitas con la intención de obtener información sobre los ítems más aceptados por los profesores de 2º de Bachillerato de cara al inicio de la fase de pruebas para examinar la viabilidad de la puesta en funcionamiento de la Prueba de Acceso a la Universidad (PAU) asistida por ordenador en España y, más específicamente, los siguientes aspectos: la posibilidad de automatización de la prueba, las tipologías de ejercicios más populares entre los profesores y la relación entre las mismas. Un total de 214 profesores respondieron a un cuestionario diseñado según el método Delphi, destinado a averiguar la tipología de ejercicios preferida en relación a las destrezas a evaluar. En lo referente a la automatización de la prueba, los datos obtenidos muestran la aceptación de una nueva versión del test de inglés de la PAU por parte de los profesores. En cuanto a las tipologías de ejercicios, las preferidas por los docentes son ejercicios de respuesta abierta y ejercicios de selección múltiple. Por su parte, en lo que respecta a la relación entre las distintas tipologías de ejercicios, no se aprecia una tendencia clara acerca de las las tareas: si deben ser comunicativas o, por el contrario, si deben ir dirigidas hacia la obtención de información objetiva. Por último, a pesar de sus reservas, los profesores consideran que la utilización de ordenadores sería un buen sistema para realizar el examen en su conjunto, independientemente del tipo de destrezas que se evalúen. Palabras claveActitudes de los profesores -Prueba de Acceso a la Universidad (PAU) -Evaluación asistida por ordenador -Inglés como lengua extranjera -Tipología de ejercicios.

show abstract

Ergonomics factors in English as a foreign language testing: The case of PLEVALEX

Cited by 23 publications

References 9 publications

A Comparison of Vocabulary Learning Strategies of Iranian EFL University Students: Repeating versus Cooperating with Peers

A Comparison of Vocabulary Learning Strategies of Iranian EFL University Students: Repeating versus Cooperating with Peers

Writing English language test items as a learning device: a principle of habit formation rules

Actitudes docentes hacia los ejercicios de la Prueba de Acceso a la Universidad informatizada

Contact Info

Product

Resources

About