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Gülsah Tikiz-Ertürk; Özgen Korkmaz; Çigdem Karatepe – Psychology in the Schools, 2025
Teaching pragmatics is crucial in the teaching of English as a foreign language (EFL) since it is one of the primary indications of successfully and appropriately communicating in a target language. To our knowledge, there are not many studies on teaching pragmatics and no thoroughly designed measurement tools to investigate the perspectives of…
Descriptors: Language Teachers, Teacher Attitudes, Second Language Instruction, English (Second Language)
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Albert Weideman – Educational Linguistics, 2024
The notion of validity encapsulates the echo of the physical within the technical. The technical force of a language course, test or plan needs to be evaluated for its effects. On the norm side, this yields a design principle that asks whether the design is adequate, and can be validated. That kind of technical validation is perhaps most prominent…
Descriptors: Validity, Second Language Instruction, Courses, Language Tests
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Ting Ma; Lawrence Jun Zhang; Judy M. Parr – Language Awareness, 2025
Studies have shown that raising L2 learners' metaphor awareness contributes to the acquisition of figurative language, which fosters students' development of language skills. However, the instruments measuring metaphor awareness, in the majority of relevant research, did not seem to have undergone proper methodological procedures for checking…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Figurative Language
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Fei Li; Yunmei Sun – Foreign Language Annals, 2024
To determine the effects of explicit instruction (EI) and potential moderators in second/foreign language (L2) teaching, this study meta-analyzed 28 primary reports (a total of 67 unique samples, N = 3754). The main results show that EI was significantly effective in facilitating L2 development, with effect sizes ranging from moderate to large…
Descriptors: Direct Instruction, Second Language Instruction, Meta Analysis, Effect Size
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Pablo Robles-García; Stuart McLean; Jeffrey Stewart; Ji-young Shin; Claudia Helena Sánchez-Gutiérrez – Language Assessment Quarterly, 2024
Recent literature in the field of L2 vocabulary assessment has advocated for the development of written receptive vocabulary tests such as Vocabulary Levels Tests (VLTs) that use: (a) meaning-recall item formats, (b) a minimum of 40 item counts per 1,000-frequency band to improve level estimates, and (c) lemmas (not word-families) as the lexical…
Descriptors: Spanish, Test Validity, Test Construction, Vocabulary Development
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Apichat Khamboonruang – Language Testing in Asia, 2025
Chulalongkorn University Language Institute (CULI) test was developed as a local standardised test of English for professional and international communication. To ensure that the CULI test fulfils its intended purposes, this study employed Kane's argument-based validation and Rasch measurement approaches to construct the validity argument for the…
Descriptors: Universities, Second Language Learning, Second Language Instruction, Language Tests
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Yuguo Ke; Xiaozhen Zhou – SAGE Open, 2025
Focusing efficiently on potential weaknesses in the validity argument of writing assessments--such as writing subjectivity, content coverage, criteria vagueness, and raters' incompetence--has been shown to positively enhance teachers' overall writing assessment competence (AC). In this study, we propose a computational bootstrapping model of…
Descriptors: Writing Evaluation, Persuasive Discourse, Validity, Writing Teachers
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Selami Aydin; Isil Tekin; Ferdane D. Akkas – Psychology in the Schools, 2024
Since the original and adapted versions of the scales that aim to measure foreign language enjoyment may not be appropriate for learners with low English proficiency levels, it seems necessary to develop scales in their native languages. This study aims to create a valid and reliable scale of foreign language learning enjoyment that can be applied…
Descriptors: Second Language Learning, Second Language Instruction, Learner Engagement, Measures (Individuals)
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Despina Papadopoulou; Nikolaos Amvrazis; Gerakini Douka; Alexandros Tantos – Modern Language Journal, 2024
The article introduces triangulation to converge evidence from corpus and experimental data, by means of two case studies in second language (L2) learners of Greek. The first case study investigates the acquisition of gender agreement, while the second probes the development of relative clauses. In both studies, findings from the corpus are tested…
Descriptors: Greek, Phrase Structure, Second Language Learning, Second Language Instruction
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Kristopher Kyle; Hakyung Sung; Masaki Eguchi; Fred Zenker – Studies in Second Language Acquisition, 2024
Although lexical diversity is often used as a measure of productive proficiency (e.g., as an aspect of lexical complexity) in SLA studies involving oral tasks, relatively little research has been conducted to support the reliability and/or validity of these indices in spoken contexts. Furthermore, SLA researchers commonly use indices of lexical…
Descriptors: Second Language Learning, Second Language Instruction, Oral Language, Validity
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Rebecca L. Oxford; Peter Gu; Pamela Gunning; Teresa Hernández-González – Language Teaching Research Quarterly, 2024
This article describes a new questionnaire, the "Diagnostic Inventory for Self-Regulated Language Learning" (DISLL), for assessing self-regulated learning strategies of students of English as an additional language. We discuss self-regulated learning models, evaluate existing questionnaires for assessing language learners' self-regulated…
Descriptors: Learning Strategies, Second Language Learning, Second Language Instruction, Metacognition
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Unggi Lee; Haewon Jung; Younghoon Jeon; Younghoon Sohn; Wonhee Hwang; Jewoong Moon; Hyeoncheol Kim – Education and Information Technologies, 2024
Through design and development research (DDR), we aimed to create a validated automatic question generation (AQG) system using large language models (LLMs) like ChatGPT, enhanced by prompting engineering techniques. While AQG has become increasingly integral to online learning for its efficiency in generating questions, issues such as inconsistent…
Descriptors: Artificial Intelligence, Computer Software, Learning Management Systems, Teaching Methods
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Ayad Kamalvand; Reza Khany – Language Testing in Asia, 2024
Smartphones and the literacy to harness the educational affordances of photographs currently rest on the bedrock of second language (L2) education. Building on social semiotic theory, this study developed and validated a visual literacy scale for smartphone photography (VLS4SP). Despite the importance of visuals and smartphones, no valid scale is…
Descriptors: Visual Literacy, Measures (Individuals), Handheld Devices, Telecommunications
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Majid Sadoughi; S. Yahya Hejazi – MEXTESOL Journal, 2024
Motivated by the "emotional turn" in applied linguistics and the recent introduction of positive psychology in L2 studies, the present study aimed to validate and shorten the Achievement Emotions Questionnaire (AEQ) for measuring positive emotions in foreign language learning and classroom settings. To this end, data were collected from…
Descriptors: Validity, Questionnaires, Second Language Learning, Second Language Instruction
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Fatih Yavuz; Özgür Çelik; Gamze Yavas Çelik – British Journal of Educational Technology, 2025
This study investigates the validity and reliability of generative large language models (LLMs), specifically ChatGPT and Google's Bard, in grading student essays in higher education based on an analytical grading rubric. A total of 15 experienced English as a foreign language (EFL) instructors and two LLMs were asked to evaluate three student…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Computational Linguistics
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