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Haomin Zhang; Jie Sun; Yuting Han; Song Yin – International Journal of Bilingual Education and Bilingualism, 2024
The current study reported an empirical investigation that tested the collective and individual effects of morphological awareness and cognate awareness on Japanese word learning among Chinese learners of Japanese. 131 Chinese learners of Japanese participated in this study. They completed morphological awareness measurements (morpheme…
Descriptors: Morphology (Languages), Second Language Learning, Second Language Instruction, Japanese
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Nailah Al-Sulaihim; Fauzia Abdalla; Abdessattar Mahfoudhi; Saleh Shaalan – First Language, 2024
The objective of this study was to examine the development of derivational morphological structures in the productive language of Kuwaiti Arabic (KA)-speaking children. Participants were 512 typically developing Kuwaiti children aged 3;0 years to 7;11 years (243 boys and 269 girls). Five age groups at 1-year intervals were tested; each group was…
Descriptors: Arabic, Language Acquisition, Mastery Learning, Preschool Children
Lily An; Zach Branson; Luke Miratrix – Annenberg Institute for School Reform at Brown University, 2024
Sometimes a treatment, such as receiving a high school diploma, is assigned to students if their scores on two inputs (e.g., math and English test scores) are above established cutoffs. This forms a multidimensional regression discontinuity design (RDD) to analyze the effect of the educational treatment where there are two running variables…
Descriptors: Hierarchical Linear Modeling, English Language Learners, English (Second Language), Second Language Learning
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Kamal Heidari – Journal of Psycholinguistic Research, 2024
The issues of depth vocabulary knowledge and Willingness to Communicate (henceforth, WTC) are among the most important issues in second language learning. The present study set out to empirically look into the contribution of WTC to depth of vocabulary knowledge in L2 learning. To this end, 88 English L2 learners, divided into two groups in terms…
Descriptors: Second Language Learning, Second Language Instruction, Vocabulary Development, Language Tests
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Khaled Barkaoui – Language Assessment Quarterly, 2024
This replication study sought to compare the academic achievement of undergraduate students with different score profiles on the TOEFL iBT. Two-step cluster analysis of TOEFL iBT section scores identified six clusters among 2,347 undergraduate students who met the required cutscore on the TOEFL iBT for admission to a Canadian English-medium…
Descriptors: Academic Achievement, Undergraduate Students, Language Tests, English (Second Language)
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Kuo-Zheng Feng – Language Testing in Asia, 2024
This study addressed a gap in existing research on Multiple-Choice (MC) cloze tests by focusing on the learners' perspective, specifically examining the difficulties faced by vocational high school students (VHSs). A nationwide sample of 293 VHSs participated, providing both quantitative and qualitative data through a self-developed questionnaire.…
Descriptors: Language Tests, Multiple Choice Tests, Cloze Procedure, Student Attitudes
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Karolina Muszynska; Magdalena Luniewska; Agnieszka Dynak; Joanna Kolak; Ronja Lohrum; Agnieszka Otwinowska; Zofia Wodniecka; Ewa Haman – International Journal of Bilingual Education and Bilingualism, 2025
Bilingual children's total vocabulary in each of their languages is often smaller than that of monolinguals. In their seminal study, Bialystok et al. (2010. 'Receptive vocabulary differences in monolingual and bilingual children.' "Bilingualism: Language and Cognition" 13 (4): 525-531) divided children's vocabulary into 'home' and…
Descriptors: Bilingualism, Vocabulary Skills, Native Language, Second Language Learning
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Dongkwang Shin; Suh Keong Kwon; Wonjun Izac Noh; Yohan Hwang – Journal of Computer Assisted Learning, 2025
Background: This study examines the evolution of English speaking proficiency test methods, which have traditionally relied on face-to-face interactions to assess communicative language competence. Recently, computer-based language tests have also been used on a larger scale, albeit with concerns about their impact on measurement. Objectives: This…
Descriptors: Computer Simulation, Technology Uses in Education, English (Second Language), Second Language Learning
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John Elwood Romig; Hannah M. Mathews; Amanda A. Olsen – Behavioral Disorders, 2024
Students with emotional and behavioral challenges often struggle with writing. Curriculum-based measurement (CBM) is an assessment used for a variety of purposes including screening, progress monitoring, and data-based individualization. However, little research has examined technical properties of writing CBM data and supported inferences. This…
Descriptors: Curriculum Based Assessment, English (Second Language), Writing Ability, Language Tests
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Nazmiye Atila-Çaglar; Aysin Noyan Erbas; Arcan Tigrak; Esra Özcebe – Journal of Speech, Language, and Hearing Research, 2024
Purpose: Speech and language disorders can negatively affect preschool children's communicative participation skills. Focus on the Outcomes of Communication Under Six-34 (FOCUS-34) is a valid and reliable scale that evaluates communicative participation in preschool children with speech and language disorders. This study aimed to establish the…
Descriptors: Foreign Countries, Speech Language Pathology, Speech Impairments, Language Impairments
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William Belzak; J. R. Lockwood; Yigal Attali – Educational Measurement: Issues and Practice, 2024
Remote proctoring, or monitoring test takers through internet-based, video-recording software, has become critical for maintaining test security on high-stakes assessments. The main role of remote proctors is to make judgments about test takers' behaviors and decide whether these behaviors constitute rule violations. Variability in proctor…
Descriptors: Computer Security, High Stakes Tests, English (Second Language), Second Language Learning
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Xiaoting Shi; Xiaomei Ma; Wenbo Du; Xuliang Gao – Language Testing, 2024
Cognitive diagnostic assessment (CDA) intends to identify learners' strengths and weaknesses in latent cognitive attributes to provide personalized remedial instructions. Previous CDA studies on English as a Foreign Language (EFL)/English as a Second Language (ESL) writing have adopted dichotomous cognitive diagnostic models (CDMs) to analyze data…
Descriptors: Writing Evaluation, Writing Tests, Diagnostic Tests, English (Second Language)
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Takanori Sato – Language Testing, 2024
Assessing the content of learners' compositions is a common practice in second language (L2) writing assessment. However, the construct definition of content in L2 writing assessment potentially underrepresents the target competence in content and language integrated learning (CLIL), which aims to foster not only L2 proficiency but also critical…
Descriptors: Language Tests, Content and Language Integrated Learning, Writing Evaluation, Writing Tests
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Ali Akbar Boori; Mohammad Ghazanfari; Behzad Ghonsooly; Purya Baghaei – International Journal of Language Testing, 2024
The purpose of this study was to compare the functioning of five restrictive CDMs, including DINA, DINO, A-CDM, LLM, and RRUM, against the G-DINA model to identify the best-fitting CDM which can better explain the interaction underlying the attributes of the reading comprehension section of an Iranian high-stakes language proficiency test. To this…
Descriptors: Foreign Countries, Doctoral Students, Reading Comprehension, Language Tests
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Barno S. Abdullaeva; Diyorjon Abdullaev; Nurislom I. Khursanov; Khurshida B. Kadirova; Laylo Djuraeva – International Journal of Language Testing, 2024
Cloze tests are commonly used in language testing as a quick measure of overall language ability or reading comprehension. A problem for the analysis of cloze tests with item response theory models is that cloze test items are locally dependent. This leads to the violation of the conditional or local independence assumption of IRT models. In this…
Descriptors: Cloze Procedure, Language Tests, Test Items, Correlation
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