ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment Literacy Components Predicting EFL Teachers&apos; Job Demand-Resources: A Focus on Burnout and Engagement
Author: Rastegr, Behnaz
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Burnout,English (Second Language),Second Language Learning,Second Language Instruction,Interdisciplinary Approach,Language Tests,Psychometrics,Foreign Countries,Predictor Variables,Teacher Attitudes,Work Attitudes,Work Environment,Test Construction,Translation,Test Format,Statistics,Feedback (Response),Computer Assisted Testing,Authentic Learning,Ethics,Cultural Influences

Much has been done on assessment literacy (AL) components and job demand-resources (JD-R). However, an interdisciplinary look at AL components as the predictors of JD-R and its possible consequences for the engagement and burnout of teachers' assessment performance has been neglected. To fill this gap, the present study explored this issue in the context of Iran. To this end, through convenience sampling, 146 Iranian EFL teachers were selected to answer questionnaires on AL, JD-R, burnout, and engagement. A series of multiple regression analyses were run to analyze the collected data. The results showed that some components of AL such as 'test construction', 'administering, rating, and interpreting test', 'psychometric properties of a test', 'using and interpreting statistics', and 'authenticity' were significant predictors of job demand. Moreover, the results revealed that alternative and digital-based assessment, recognizing test type, distinction and function, and authenticity were significant predictors of job resources. Furthermore, test construction, administering, rating, and interpreting test, psychometric properties of a test, and using and interpreting statistics could significantly predict teachers' burnout. In addition, alternative and digital-based assessment, giving feedback in assessment, and ethical and cultural considerations in assessment turned out to significantly predict teachers' engagement. These findings can have theoretical and practical implications for stakeholders.
Development and Validation of a Scenario-Based Teacher Language Assessment Literacy Test
Author: Anani Sarab, Mohammad Reza
Date: 2023-03-00
Type: Journal Articles
Subjects: Language Tests,Literacy,Second Language Learning,Factor Analysis,Test Construction,Construct Validity,Standards,Teacher Effectiveness,Student Evaluation,Evaluation Methods,English (Second Language),Second Language Instruction,Language Teachers,Teacher Role,Pedagogical Content Knowledge,Test Validity,Vignettes,Doctoral Students,Test Items,Foreign Countries

Language testing and assessment have grown in popularity and gained significance in the last few decades, and there is a rising need for assessment literate stakeholders in the field of language education. As teachers play a major role in assessing students, there is a need to make sure they have the right level of assessment knowledge and skills to accomplish their duties as assessors. The present study sought to develop and validate an assessment literacy test. To this end, a thirty-five scenario-based Language Assessment Literacy Test (LALT) was developed based on the seven standards covered by the Standards for Teacher Competence in Educational Assessment of Students (1990). Construct validity of the test was investigated by collecting data from 168 Iranian EFL teachers. To investigate the validity of the measure, tests of reliability, item difficulty, and item discrimination were carried out. The test was then subjected to EFA (Exploratory Factor Analysis whose results showed a seven-factor solution for the test items. The implications of the study for EFL teachers, language testers, teacher trainers, and curriculum developers are discussed.
The Effects of Languaging in Response to Automated Written Correction for Grammar Accuracy Improvement
Author: Xu, Wenwen
Date: 2023-00-00
Type: Journal Articles
Subjects: Grammar,Accuracy,Writing Instruction,Writing Evaluation,Error Correction,Feedback (Response),Essays,Writing Improvement,Nouns,Form Classes (Languages),Native Language,College Freshmen,Computer Software,Foreign Countries,Oral Language,Written Language,Computer Assisted Testing,Language Usage,Second Language Learning,Second Language Instruction,English (Second Language),Computational Linguistics,Chinese,Code Switching (Language)

This study explored the role of written languaging (WL) in response to automated written corrective feedback (AWCF) in L2 accuracy improvement in English classrooms at a university in China. A total of 254 freshmen enrolled in intermediate composition classes participated, and they wrote 4 essays and received AWCF. A half of them engaged in WL after receiving correction, while the other half did not. To measure whether WL could contribute to L2 accuracy improvement, error correction tests were conducted three times. AWCF targeted all types of errors, but the study focused on investigating six language features (nouns, conjunctions, subject-verb agreement, sentence constituents, articles, and prepositions) known as the most frequent errors intermediate students make. The results proved that WL had a positive effect on accuracy improvement overall. However, when individual language features were considered separately, the effects were not the same. The inherent complexity of the features along with L1 influence appeared to affect the effects of WL for accuracy improvement.
Using Meaning Discovery Strategies to Comprehend Idioms and Single Words
Author: Laffey, Dennis
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Processing,Figurative Language,Vocabulary Development,Second Language Learning,Second Language Instruction,Foreign Countries,Undergraduate Students,Student Attitudes,Comparative Analysis,Learning Strategies,Context Effect,Language Usage,Measurement Techniques,English (Second Language),Conversational Language Courses,Korean,Native Language

Using vocabulary learning strategies allows learners to gain vocabulary autonomously. This study presents data from a self-report survey of Korean university students comparing meaning discovery strategies they employ to comprehend unknown singleword items and unknown idioms. Survey data recorded strategies used by learners, and effectiveness of these strategies measured by rates of correct meaning discovery. The survey revealed that learners relied on context clues, dictionaries, and vocabulary analysis for both idioms and single word vocabulary items with equal effectiveness. Dictionary use was the most effective strategy for correct meaning discovery for both types of vocabulary, although context clues might be a positive factor for idioms but not for single-word items. Data also showed that learners tended to apply strategies methodically rather than heuristically but that methodical application did not necessarily translate into higher rates of correct meaning discovery. Implications for learners and paths for further research are discussed.
The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals&apos; Perspectives: A Qualitative Study
Author: Ahmadi Safa, Mohammad
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Teacher Attitudes,Principals,Administrator Attitudes,High Stakes Tests,College Entrance Examinations,High School Graduates,Competition,Teaching Methods,Student Motivation,Friendship,School Policy,Educational Discrimination,Instructional Leadership,Reputation,Socioeconomic Status

Iranian National University Entrance Exam (INUEE) as a nationwide high-stakes test is held annually to screen Iranian high school graduates and admit them into higher education programs in universities. This high-stakes examination has a wide range of impacts on test takers as the primary stake-holders and the parents, teachers, and high school principals as the secondary stakeholders. As a part of a larger project, this study reports the impacts of INUEE on high school teachers and principals. To this aim, 27 teachers and 18 principals from three western provinces of Iran sat for a structured interview. Each interview lasted nearly 30 minutes. All the interviews were audio-recorded and transcribed. Next, following the Grounded Theory (Glaser &amp; Strauss, 1967) as the basis of analysis, the transcriptions were subjected to word-by-word content analysis to extract common patterns and recurring themes. Content analysis was applied to codify the transcribed interview data through an inductive process of frequent moving back and forth to extract common patterns and recurring themes of the data. After coding and 'quantitizing' the data (Dörnyei, 2007), the basic themes were identified, frequency counted, and tabulated. The results indicated that from the majority of the participants' perspective, the INUEE has detrimental consequences for students, teachers, school principals, and the educational curriculum. The findings of the study underscore the consequential invalidity and unfairness of the test and its negative impacts on different aspects and layers of the educational system. The findings of the study provide practical implications for educational policy-makers, school principals, and teachers highlighting the necessity of their awareness of the negative consequences of INUEE.
Using Item Analysis to Evaluate a Teacher-Made PISA-Like Reading Test Model
Author: Kurniasih, Nia
Date: 2023-03-00
Type: Journal Articles
Subjects: International Assessment,Foreign Countries,Achievement Tests,Secondary School Students,Reading Tests,Item Response Theory,Concept Mapping,Teaching Models,Student Writing Models,Reading Programs,Item Analysis,Teacher Education,Secondary School Teachers,Teacher Made Tests,Measures (Individuals)

This study aimed at evaluating a PISA-like reading test developed by teachers participating in the teacher training for teaching PISA-like reading. To serve this purpose, an experimental test was administered to 107 students aged 15-16 using a set of text and questions constructed according to the criteria of the PISA Reading test Level 1. Item analysis was performed following the sampling using Rasch Measurement, deemed essential for determining the ideal index of test items relative to students' ability in making the correct response. The component of the calculation comprises reliability, separation, dan standard error. The Rasch model was constructed manually using Microsoft Excel to obtain the result of the calculation, and a Wright Map was also made manually to illustrate the result of the calculation. The results of the item analysis indicate that the test and the items the teachers constructed have met good criteria. The results revealed an even distribution of test item difficulty at the targeted level. The samples' ability to make correct answers, however, was decentralized towards the test items of moderate level of difficulty. Only a limited number of students showed good ability in their response to test items of higher difficulty. These findings have the practical implication of advancing PISA-like reading test teaching and writing models by providing more information on teachers' ability to write PISA-like reading test items and the levels of difficulty of the items written by the teachers, as indicated by the students' responses to the test items.
A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET)
Author: Mohammed, Aisha
Date: 2023-03-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Tests,Language Tests,English (Second Language),Second Language Learning,Language Proficiency,Diagnostic Tests,Feedback (Response),Second Language Instruction,Linguistic Input,High Stakes Tests,Test Validity,Test Items,Test Content,Evaluation Methods,Computer Software,Inferences,Item Analysis,Test Construction

Cognitive diagnostic models (CDMs) have received much interest within the field of language testing over the last decade due to their great potential to provide diagnostic feedback to all stakeholders and ultimately improve language teaching and learning. A large number of studies have demonstrated the application of CDMs on advanced large-scale English proficiency exams, such as IELTS, TOEFL, MELAB, and ECPE. However, too little attention has been paid to the utility of CDMs on elementary and intermediate high-stakes English exams. The current study aims to diagnose the reading ability of test takers in the B1 Preliminary test, previously known as the Preliminary English Test (PET), using the generalized deterministic input, noisy, &quot;and&quot; gate (G-DINA; de la Torre, 2011) model. The G-DINA is a general and saturated model which allows attributes to combine in both compensatory and non-compensatory relationships and each item to select the best model. To achieve the purpose of the study, an initial Q-matrix based on the theory of reading comprehension and the consensus of content experts was constructed and validated. Item responses of 435 test takers to the reading comprehension section of the PET were analyzed using the &quot;G-DINA&quot; package in R. The results of attribute profiles suggested that lexico-grammatical knowledge is the most difficult attribute, and making an inference is the easiest one.
A Comparison of the Added Value of Subscores across Two Subscore Augmentation Methods
Author: Afsharrad, Mohammad
Date: 2023-03-00
Type: Journal Articles
Subjects: Comparative Analysis,Scores,Value Added Models,Psychometrics,Evaluation Criteria,Models,English (Second Language),Second Language Learning,High Stakes Tests,Language Proficiency,Language Tests,Foreign Countries,College Entrance Examinations,College Admission,Majors (Students),Multiple Choice Tests,Test Items,Teacher Education Programs,Language Teachers,Translation,English Literature

Testing organizations are faced with increasing demand to provide subscores in addition to the total test score. However, psychometricians argue that most subscores do not have added value to be worth reporting. To have added value, subscores need to meet a number of criteria: they should be reliable, distinctive, and distinct from each other and from the total score. In this study, the quality of subscores from two subscore augmentation models (Wainer and Yen) was compared in terms of distinctness and variability. The reliabilities of the Wainer-augmented subscores were also examined. The models were applied to a high-stakes English language proficiency test in Iran. The results of the study showed that Yen better-satisfied subscore distinctness while Wainer best-preserved variability and had high-reliability subscores. In other words, Yen-augmented subscores had lower correlations while Wainer-augmented subscores better discriminated examinees with different ability levels. Thus, none of the examined models of subscoring satisfied all criteria. The results of the study are discussed and suggestions for future research are provided.
Distractor Analysis in Multiple-Choice Items Using the Rasch Model
Author: Omarov, Nazarbek Bakytbekovich
Date: 2023-03-00
Type: Journal Articles
Subjects: Test Items,Multiple Choice Tests,Item Response Theory,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Undergraduate Students,High Stakes Tests,Higher Education,Grammar,Test Construction,Advanced Courses,Language Teachers,Test Reliability,Difficulty Level,Item Analysis,Foreign Countries

The Multiple-choice (MC) item format is commonly used in educational assessments due to its economy and effectiveness across a variety of content domains. However, numerous studies have examined the quality of MC items in high-stakes and higher-education assessments and found many flawed items, especially in terms of distractors. These faulty items lead to misleading insights about the performance of students and the final decisions. The analysis of distractors is typically conducted in educational assessments with multiple-choice items to ensure high-quality items are used as the basis of inference. Item response theory (IRT) and Rasch models have received little attention for analyzing distractors. For that reason, the purpose of the present study was to apply the Rasch model, to a grammar test to analyze items' distractors of the test. To achieve this, the current study investigated the quality of 10 instructor-written MC grammar items used in an undergraduate final exam, using the items responses of 310 English as a foreign language (EFL) students who had taken part in an advanced grammar course. The results showed an acceptable fit to the Rasch model and high reliability. Malfunctioning distractors were identified.
Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review
Author: Alallo, Hajir Mahmood Ibrahim
Date: 2023-03-00
Type: Journal Articles
Subjects: Language Tests,Diagnostic Tests,Classification,Clinical Diagnosis,Second Language Learning,Second Language Instruction,Correlation,Language Skills,Test Items,Item Analysis,Research Reports,Models

Diagnostic classification models (DCMs) have recently become very popular both for research purposes and for real testing endeavors for student assessment. A plethora of DCM models give researchers and practitioners a wide range of options for student diagnosis and classification. One intriguing option that some DCM models offer is the possibility of examining the nature of the interactions among the attributes underlying a skill. Attributes in second/foreign language (L2) may interact with each other in a compensatory/non-compensatory manner. Subskill/attribute relationship has been studied using diagnostic classification models. The present study provides a mini review of the DCM studies on the attribute relationships in L2 reading, listening, and writing. The criteria based on which interaction between the attributes have been inferred are reviewed. The results showed that the majority of DCM studies have investigated reading comprehension and more studies are required on the productive skills of writing and speaking. Furthermore, suggestions for future studies are provided.
Teaching Management Strategies on 21st Century Islamic Education for Southernmost Thai Private Islamic Schools
Author: Assalihee, Muhammadafeefee
Date: 2023-04-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Religious Schools,Religious Education,Teaching Methods,Private Schools,Self Management,Skill Development,21st Century Skills,Individual Differences,Student Centered Learning

Teaching management has undergone a paradigm shift in the 21st century, from content-based to competency-based. The changing pedagogical landscape has posed a significant challenge to Islamic schools since many still adhere to traditional content-based instruction. To eliminate learning barriers and embrace modern education, this qualitative study investigated teaching management strategies for Islamic Education and key challenges that teachers encountered in cultivating global citizenship for learners. Data were collected from interviews focus group discussion and teaching observations with twelve school administrators and twelve Islamic education teachers, who were purposively selected from twelve schools in southern Thailand. Qualitative content analysis with data organization and classification identified that the schools employed six teaching management strategies to maneuver Islamic Education: emphasizing individual differences, integrating information and communication technology, associating off-class experiences, bridging localness with internationalness, integrating Science, and considering modern evaluation. Furthermore, the results revealed that the attitudes of the Islamic-education teachers were largely attached to conventional teaching styles, relied on subject matters that are less relevant to the needs of the global society, and developmental processes remained significantly ambiguous. Hence, these three challenges were found to be the prime obstructing factors of teaching capacities and adaptability that hindered educational cultivation for 21stcentury global citizenship. This study proposes new instructional models for private Islamic schools to transform their teaching toward 21st-century education.
Teacher-Student Relationship and Its Influence on College Student Engagement and Academic Achievement
Author: Mallik, Bilash
Date: 2023-04-00
Type: Journal Articles
Subjects: College Students,College Faculty,Teacher Student Relationship,Learner Engagement,Academic Achievement,Foreign Countries,Psychological Patterns,Student Satisfaction

This exploratory mixed-methods study aimed to explore how students' perceptions of positive and negative teacher-student relationships influence their classroom engagement and academic progress. The data in the quantitative phase came from 157 undergraduate, graduate, and postgraduate students at Government Brojomohun College in Bangladesh who participated in a Google-based survey questionnaire posted on Facebook groups, and a semi-structured interview of eight students was conducted via the Zoom platform. The qualitative data were interpreted and analyzed based on the themes that emerged from literature, open-ended survey questions, and interviews. To acquire a deeper comprehension of qualitative data, quantitative data were presented and analyzed statistically. The findings revealed that college students' positive perceptions of TSR greatly improve their behavioral engagement, emotional engagement, and cognitive engagement in the classroom, as well as their academic achievement, whereas their negative perceptions of TSR significantly hinder all types of classroom engagement and academic achievement. However, this study also found that some students' positive and negative relationships with teachers have no impact on their classroom engagement and academic achievement. This study makes an important contribution to the existing literature by elucidating college students' perceptions of TSR in terms of its positive and negative perceptions, as well as its impact on classroom engagement and academic achievement in college education. The implications and limitations are discussed.
An Argument for Including Critical Media Literacy in EFL Curriculum and Pedagogy
Author: Pederson, Rod
Date: 2023-00-00
Type: Journal Articles
Subjects: Critical Literacy,Media Literacy,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Preschool Education,Elementary Secondary Education,Socialization,Teaching Methods,Transformative Learning

The purpose of this paper was to provide a theoretical outline of why critical media literacy (CML) should be included in Korean English education teaching practices and teacher training curricula. CML is a pedagogy designed to sensitize students to ideological meanings embedded in media that socialize people into specific values, beliefs, and behaviors. This paper begins with a review of theoretical foundations of CML including the symbolic nature of human consciousness signification and the processes of socialization, which are theoretically encapsulated within the dialectic among post-structural theories of discourse and representation. A review of literature on CML and its application to English as a foreign language (EFL) is then presented. Applications of CML include situated inquiry, discussion, creation of group multimodal projects suggests, how it fosters the development of critical thinking skills, the acquisition and use of new vocabulary idioms, and transforming student perceptions of themselves and their society.