Speaking proficiency of young language students: A discourse-analytic study

Hsieh, Ching-Ni; Yuan, Wang

doi:10.1177/0265532217734240

Cited by 17 publications

(35 citation statements)

References 45 publications

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“…The difference between this research and other types of research is that this methodology is not directly related to objects under study, but accesses information from various literature to form a relationship. Yuan mentioned that this research accesses and processes information contained in the literature from various places and perspectives, so the researcher tends to use logical reasons to explore logical relationships between objects [8].…”

Section: Methodsmentioning

confidence: 99%

Implementing Higher Order Thinking Skills in Teaching of Arabic Sociolinguistics

Zulharby¹,

Nuruddin²

2019

Proceedings of the First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indone

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Higher Order Thinking Skills should be one of important competencies in modern world. This thinking ability must be owned by students studying in the university level. HOTS is characterized by the ability to think critically, the ability to communicate and resolve problems, as well as the ability to use technology. Thinking skills will be divided into curricula which aim to enable students to solve problems in good education. The lecturers should have a strategy of teaching which is relevant to the need of such higher level of thinking. The literature review that has been carried out in depth mentions that nowadays lecturers are facing some problems on how to prepare and teach such high-level of thinking skills and how to implement the technology in teaching Arabic Sociolinguistic learning. The results of this study, a schema strategy that can be used by the method in teaching Arabic-based sociolinguistics with HOTS abilities.

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Section: Methodsmentioning

confidence: 99%

Implementing Higher Order Thinking Skills in Teaching of Arabic Sociolinguistics

Zulharby¹,

Nuruddin²

2019

Proceedings of the First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indone

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“…In terms of the role of oral language production in second language learning contexts, oral language facilitates second language learning in important ways, such as providing learners with the opportunities to compare their own production to the target language, to test how the language works (Hasselgreen & Caudwell, 2016;Swain, 1997). Oral language is also an important precursor to literacy in YLLs and this connection holds true in second language acquisition contexts as well (August & Shanahan, 2006).…”

Section: Ylls' Oral Language Proficiencymentioning

confidence: 99%

“…However, most of these commercial EFL proficiency tests, such as the Cambridge Young Learners English Test, target students between 5 and 12 years of age. EFL proficiency tests for adolescent learners are relatively few in number, and published research on these tests is limited compared to tests for adults (Hsieh & Wang, 2019;Papageorgiou & Cho, 2014).…”

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confidence: 99%

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An investigation of the validity of a speaking assessment for adolescent English language learners

et al. 2020

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Given the increasing emphasis of communicative competence in English as a foreign language (EFL) contexts and the lack of validation research on speaking assessments for adolescent EFL learners, in the current study we examined the validity of the TOEFL Junior® speaking test, a new speaking assessment developed by Educational Testing Service. We utilized Messick’s integrative view of construct validity (1996) and Kane’s interpretation argument framework (Kane, 2013), and focused on two sources of validity evidence: internal structure and external relations to other variables (AERA, APA, and NCME, 2014). We used a cross-sectional design with 252 seventh-to-ninth graders in Taiwan, which aligns with the spectrum of the TOEFL Junior®’s target age group. All adolescent participants took the TOEFL Junior® speaking test and two researcher-developed speaking tests. They also completed a survey reporting their history of English learning experiences from kindergarten to present and evaluating their own English language skills. Adolescent participants’ teachers provided evaluations of participants’ English language skills. Results from correlational tests and confirmatory factor analysis showed robust evidence for the test’s internal structure. Correlation and multiple regression models also demonstrated strong positive relationships between TOEFL Junior® test scores and external variables, providing evidence for TOEFL Junior®’s construct validity.

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“…reading, listening, and writing). Nonetheless, with the exception of a recent study by Hsieh and Wang (2019), research on integrated tasks has primarily focused on their use in adult L2-learner contexts (see e.g. Frost, Elder, & Wigglesworth, 2011;Plakans, Gebril, & Bilki, 2016).…”

Section: Affective Reactions In Computer-mediated Testing Environmentsmentioning

confidence: 99%

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

Kormos

Brunfaut

Michel

2019

Language Assessment Quarterly

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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.

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Speaking proficiency of young language students: A discourse-analytic study

Cited by 17 publications

References 45 publications

Implementing Higher Order Thinking Skills in Teaching of Arabic Sociolinguistics

Implementing Higher Order Thinking Skills in Teaching of Arabic Sociolinguistics

An investigation of the validity of a speaking assessment for adolescent English language learners

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

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