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Perspectives on Foreign Language Learning, 2013
Are the rumours of pedagogic extinction justified? With the perfection of advanced linguistic software, a brave new world of error-free writing has emerged. Machine-generated clarity and precision is leading us to a written world that will be ruthlessly stripped of recurring lapses and common mistakes. Foggy chasms of fatal confusion will be banished from the linguistic ecology of the planet. In response to this brave new world I set out to test the software. This draft paper outlines the results.
Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom, 2019
Making informed decisions on both vocabulary and grammar testing poses significant challenges to classroom test designers. Therefore, the purpose of this chapter is to present the results of a review of the vocabulary and grammar classroom testing conducted in a university EFL program and to propose a model for this kind of review. Some of the findings of this review revealed strengths, including a balanced combination of both written formal tests and performance assessments as well as an emphasis on form and meaning in grammar and context-dependent and independent items in vocabulary. Some of the areas of improvement include a limited use of item types in the tests and broad vocabulary and grammar descriptors in all the rubrics that do not indicate the specific vocabulary or grammar students are expected to use at the level. The model proposed can be used by other language teachers and programs to guide the review of their own vocabulary and grammar testing practices and develop a ...
Sönmez, G . TESTING AND ASSESSMENT OF GRAMMAR, GRAMMAR TEST TASK TYPES AND SAMPLE TEST ITEMS. In S. Çelik, H. Çelik, & C. Coombe (Eds.), Language assessment and test preparation in English as a foreign language (EFL) education, Vizetek., 2021
With the widespread use of multiple-choice (MC) tests, even if they were disapproved by many practitioners, investigating the performance of such tests and their consequent features is desirable. The focus of this study was on a modified version of multiple-choice test, known as multitrak. The study compared the multitrak test scores of about 60 students against those of the standard MC and constructed-response (CR) tests. The tests employed in the study evaluated English language grammar while they all had identical worded stems. The results showed that multitrak items are at a higher level of difficulty in comparison to the other formats. The results suggest that these items can be used to test more advanced aspects of grammatical competence as the test taker requires going beyond mere syntactic knowledge to be competent in the range of alternatives being used in communication to find the unacceptable choice. Therefore, multitrak test is better geared for higher levels of proficiency and could provide better information about test takers who are more proficient. At the end, implications of the study for test constructors and test users, as well as implications for future research, are discussed.
IJESA, Vol (3), No (7), July 2024, 2024
Despite the widespread use of multiple-choice (MC) tests in language teaching and the recognized importance of grammar instruction in language acquisition and assessment, there remains a dearth of research examining the suitability of MC tests for evaluating second language (L2) or foreign language (FL) learners’ grammatical ability – their proficiency in using grammar accurately and effectively across different contexts. This study aims to address this gap by investigating whether MC tests, which assess knowledge of grammar through the selection of correct answers from options, adequately reflect learners’ ability to use grammatical structures accurately, meaningfully, and appropriately. Data were collected from 68 English FL learners using two assessment tools: an MC task and a gap-filling task (GF task). Results indicate significant performance disparities between the MC and GF tasks, suggesting that MC tests may not consistently gauge learners’ true grammatical proficiency. This inconsistency underscores the limitations of MC testing as a singular measure of grammatical ability, particularly in assessing learners’ capacity to apply grammar meaningfully across diverse contexts. Further research is warranted to explore this issue comprehensively.
Gondwana Research, 2012
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