Using Rasch Measurement Theory to Examine Two Instructional Approaches for Teaching and Learning of French Grammar

Vogel, Séverine; Engelhard, George

doi:10.1080/00220671003733815

Cited by 12 publications

(6 citation statements)

References 12 publications

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“…The results at the middle levels did not show distinct patterns in terms of the slope of the interaction for French and Spanish outcomes, indicating that other confounding factors related to the context may be at play. These results echo some of the ambiguity in the scholarship about the effectiveness of explicit grammar instruction in the classroom compared with a more communicative, input‐focused approach (e.g., Rodrigo et al, ; Shintani, ; Vogel & Engelhard, ).…”

Section: Discussionsupporting

confidence: 71%

“…While teachers typically have reported valuing communication skills, they have also reported finding a role for testing grammatical knowledge (Adair‐Hauck et al, ). Some studies have concluded that students with more comprehension‐based and communicative instruction were at least as successful on tests of grammar and vocabulary knowledge as those who were taught with a more direct grammar and/or vocabulary focus (Rodrigo, Krashen, & Gribbons, ; Shintani, ; Vogel & Engelhard, ). Scholars have also argued that focusing on grammar rules fails to help students develop adequate levels of language proficiency (Bernhardt, ; East & Scott, ; VanPatten, ; Wong & VanPatten, ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring the effects of foreign language instructional practices on student proficiency development

Vyn

Wesely

Neubauer

2019

Foreign Language Annals

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While a growing body of research has addressed the outcomes of K–12 foreign language (FL) study, relatively little is known about the relationship between teachers’ practices and students’ proficiency development (Hlas & Hlas, ; Tschirner & Malone, ). To fill this gap, the current study, set in a large urban school district, investigates how differences in teachers’ (N = 26) self‐reported use of the target language (TL) and explicit grammar instruction relate to secondary FL students’ (N = 2,179) yearlong gains on a standardized language performance assessment. Findings reveal a largely positive effect for TL usage, which was most pronounced in the beginner levels. Meanwhile, explicit grammar instruction yielded mixed results, beginning with a negative effect in Level I and transitioning toward a positive effect by Level IV. Collectively, the findings suggest that best practices for FL teaching may in fact vary according to the level of instruction.

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Section: Discussionsupporting

confidence: 71%

Section: Literature Reviewmentioning

confidence: 99%

Exploring the effects of foreign language instructional practices on student proficiency development

Vyn

Wesely

Neubauer

2019

Foreign Language Annals

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“…Rasch measurement has been used in language learning to guage the effectiveness of a classroom assessment. A study conducted by Vogel and Engelhard (2011) revealed that Rasch model enables the researchers to obtain that there was a significance increase with regards to students' marks in their pre and post-tests learning French grammatical structures. Although only a small number of students i.e.…”

Section: Problem Statementmentioning

confidence: 99%

Measuring English Grammar Test: A Rasch Analysis Approach

Ali¹,

Radzuan²,

Suhardiliana³

et al. 2017

European Proceedings of Social and Behavioural Sciences

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Students' mastery of English language has always been the concern of many stakeholders especially the employers. Various standard language tests are used to measure the level of spoken and written language competency in general. However, not many language tests assess grammatical competency among the ESL learners. The grammar test which was developed aims to identify the students' strengths and weaknesses in all 7 important grammatical elements such as Part of Speech, Tenses, Subject verb agreement, Relative Clauses, Conditionals, Passive and Verb Forms. The purpose of this study was to measure the reliability and validity of the instrument (UMP-EPT Grammar) using RASCH. The instrument which consists of 60 items was administered to 1694 first-year engineering students at Universiti Malaysia Pahang, Malaysia. Data collected were analyzed using WINSTEPS version 3.80.1. Findings revealed that item reliability and item separation was 1.0 and 20.53 respectively, while for person reliability and person separation, the results were .80 and 2.03 respectively. The study implies that the grammar test developed has great potential to be used for any high-stake test.

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“…This type of analysis may offer a robust assessment that can be used with a small sample, thus providing a detailed evaluation of the study respondents and item analysis. For example, Vogel and Engelhard (2011) opted to incorporate a sample size of just 44 participants for their examination of two instructional approaches for teaching and learning French grammar by employing Rasch model analysis. When dealing with small sample sizes in Rasch analysis, one of the potential concerns is that it is less precise, and item calibration instability may arise.…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of the Online Social Learning Environment Instrument (OSLEI) Using Rasch Model Analysis

2022

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One of the questionnaires that will be used to evaluate social learning environments such as Facebook is the Online Social Learning Environment Instrument (OSLEI). The aim of this study was to evaluate the OSLEI using alternative method of analysis via Rasch model toward 49 undergraduate students in Malaysia. To date, no study has evaluated the OSLEI through the lens of Rasch model analysis among Malaysian samples. Firstly, the OSLEI underwent content validation by three experts. The results of the overall percent agreement on eight constructs ( perceived usefulness, usage of learning groups, learning outcomes, affective outcomes, self-efficacy, trust, privacy, and teaching member presence) of the OSLEI was 86% for 48 items. Next, 10 measurement properties of Rasch model analysis were employed with the OSLEI. The results revealed that 23 respondents needed to be dropped. Subsequently, the data from the remaining 26 respondents proceeded to Rasch Model analysis of the 43 items in the OSLEI. The results of the item analysis revealed that 13 items and the construct of privacy needed to be dropped. The findings demonstrated that 35 items were robust, valid, and reliable, and could be used to measure online social learning environments.

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Using Rasch Measurement Theory to Examine Two Instructional Approaches for Teaching and Learning of French Grammar

Cited by 12 publications

References 12 publications

Exploring the effects of foreign language instructional practices on student proficiency development

Exploring the effects of foreign language instructional practices on student proficiency development

Measuring English Grammar Test: A Rasch Analysis Approach

An Evaluation of the Online Social Learning Environment Instrument (OSLEI) Using Rasch Model Analysis

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