Many second language (L2) learners utilize writing resources (e.g., linguistic tools that help check their language, search engines, and websites) when writing in their L2. Nevertheless, these tools and resources are prohibited in most writing assessments based on the assumption that using them provides an inaccurate or unfair measure of…

This study investigated the extent to which an extended time limit in an argumentative writing test affects the quality of argumentation in L2 writing. Thirty-two adult ESL learners each wrote two essays on different prompts, one in 30 minutes and one in 45 minutes in a counter-balanced design. The 64 essays were analytically rated by four trained…

This research conducted diagnostic assessment of problems in first-year undergraduates' English academic papers and tracked potential sources of the problems to the writing process and strategy use. Data collected include 339 term papers and interviews with 17 students. The samples were manually error tagged and marked against a detailed…

To investigate whether the type of keyboard used in exams introduces any construct-irrelevant variance to the TOEFL iBT Writing scores, we surveyed 17,040 TOEFL iBT examinees from 24 countries on their keyboard-related perceptions and preferences and analyzed the survey responses together with their test scores. Results suggest that controlling…

One major threat to validity in high-stakes testing is construct-irrelevant variance. In this study we explored whether the transition from a paper-and-pencil to a computer-based test mode in a high-stakes test in China, the College English Test, has brought about variance irrelevant to the construct being assessed in this test. Analyses of the…

This study explores the construct of a summarization test task by means of single-group and multigroup structural equation modeling (SEM). It examines the interrelationships between strategy use and performance, drawing on data from 298 Taiwanese undergraduates' summary essays and their self-reported strategy use. Single-group SEM analyses…

Researchers debate whether listening tasks should be supported by visuals. Most empirical research in this area has been conducted on the effects of visual support on listening comprehension tasks employing multiple-choice questions. The present study seeks to expand this research by investigating the effects of video listening passages (vs.…

In Quebec the high-stakes Secondary Five ESL exit writing exam developed by the Education Ministry (MELS) is administered and corrected by classroom teachers. In this distinctive situation, the MELS works toward aligning classroom-based assessment (CBA) and the writing exam by making ongoing teacher involvement part of its development and…