From Test Performance to Language Use: Using Self-Assessment to Validate a High-Stakes English Proficiency Test

Abstract

Despite the profusion of studies into the factor structure of language tests, limited research is currently available on the relationship between test performance and language use in TLU domains. Utilizing the structural equation modeling approach, this study set out to investigate the factor structure of a high-stakes university-based English proficiency test, and then modeled the relationship between test takers' performance and their ability to use language in TLU domains. A self-assessment (SA) inventory was developed and validated to capture test takers' ability to use language in TLU domains. The results showed that the higher-order factor model best fit both the test and SA data. Structural regression analysis indicated a moderately strong relationship between students' general EFL ability and the SA latent factor. The results of this study lend empirical support to the construct and predictive validity of the test, both of which are deemed crucial to its overall validity argument. The results also shed light on the utility of SA to capture language use in TLU domains as well as the use of SA for test validation purposes.

Efl Teachers’ Perceptions of English Proficiency: Current Practices at a Center of Foreign Languages in Vietnam

“…While standardized academic language proficiency test scores are often used to measure teachers' level of proficiency (Irdiyansyah & Rizki, 2018), teachers can measure their own proficiency through self-reported evaluation or self-assessment. Self-assessments are relatively effective and less time-consuming and more importantly, it is accepted that self-assessment of the general level of English can be a strong predictor of performance on the official English proficiency tests (Fan & Yan, 2017). An examination of teachers' perception is focused on in the current study as this can provide teachers with opportunities to self-reflect and avail opportunities through which they can increase language efficiency.…”

Differences and Similarities between Oral and Written Competence in Spanish Pre-University Students: A Correlational Study

“…However, on the other hand, language tests have a direct influence on how classes are taught, syllabi and curricula designed, teachers trained and the students' evolution (Changing Language Teaching through Language Testing), an effect called washback (Alderson & Wall, 1993;Fan, 2017;Kwon, Lee, & Shin, 2017;Zou & Xu, 2017, among others). Many studies have tended to focus on the pros and cons of washback in Spain-especially the negative issues-(Amengual Pizarro, 2010; Fernández Álvarez, 2012; Bueno-Alastuey, García Laborda, Alcón, & Luque Agullo, 2014) because the very own existence of washback is very difficult to deny in Spain and many international contexts.…”