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Krasnoshchekova, Sofia; Kashleva, Kseniia – Journal of Psycholinguistic Research, 2019
Narrative competence is an essential part of language proficiency. Research of narrative competence has both a theoretical and empirical value. Our study aims to assess narrative competence of adult L2 Russian learners and to investigate the relationship between their narrative competence and their language proficiency. For assessment, we used the…
Descriptors: Russian, Second Language Learning, Language Proficiency, Narration
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Tan, Kimberly – Studies in Applied Linguistics & TESOL, 2022
In L2 assessment research, assessments have traditionally been associated with large-scale testing or formal proficiency tests, primarily to record student achievement (Turner & Purpura, 2016). Classroom-based assessments (CBAs), then, are seen as offshoots of large-scale tests, thus, designed similarly (Turner, 2012). However, CBAs serve a…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Tests
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North, Brian; Piccardo, Enrica – Language Assessment Quarterly, 2023
This paper presents a methodology for directly aligning 'can do' frameworks to each other. The methodology, inspired by the manual for relating examinations to the "Common European Framework of Reference for Languages: Learning, teaching, assessment" (CEFR) (Council of Europe, 2009) and Kane's (2004, 2013) interpretative argument, takes…
Descriptors: Second Language Learning, Second Language Instruction, Language Proficiency, Rating Scales
Banerjee, Han-Ting Liu – ProQuest LLC, 2019
The vast development of digital technology and the widespread use of social network platforms have reshaped how we live in the world. For L2 learners to maximally utilize their language proficiency to function effectively as members of modern society, they need not only the necessary L2 knowledge, skills, and abilities (KSAs) but also essential…
Descriptors: Second Language Learning, Language Usage, Social Networks, Information Technology
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Mudzingwa, Calisto – BC TEAL Journal, 2017
The Portfolio-Based Language Assessment (PBLA) literature explicitly states the suitability of using PBLA in English as an additional language (EAL) learning contexts. An underlying assumption is that it is also suitable for adult learners. This paper tests this assumption by comparing PBLA against the assumptions and principles of andragogy--a…
Descriptors: Portfolio Assessment, Adult Students, Adult Learning, English (Second Language)
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Desyatova, Yuliya – TESL Canada Journal, 2018
This article analyzes teacher professional development (PD) mandated by the implementation of portfolio-based language assessment (PBLA) in government-funded adult language learning programs in Canada. Through the lens of conceptualizations of teacher learning (TL), the study examined PBLA teacher-training materials, 247 teacher surveys, and…
Descriptors: Faculty Development, Portfolios (Background Materials), Second Language Learning, Second Language Instruction
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Sinambela, Seftirina Evina – Advances in Language and Literary Studies, 2017
The prosodic features in reading aloud assignment has been associated with the students' decoding skill. The goal of the present study is to determine the reliability of prosody for assessing reading fluency of adult ESL students in Indonesia context. The participants were all Indonesian natives, undergraduate students, adult females and males who…
Descriptors: Suprasegmentals, Reading Fluency, Student Evaluation, Evaluation Methods
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Chong, Sin Wang, Ed.; Reinders, Hayo, Ed. – New Language Learning and Teaching Environments, 2023
This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the…
Descriptors: Foreign Countries, Language Tests, Evaluation Methods, Student Centered Learning
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Beaven, Tita, Ed.; Rosell-Aguilar, Fernando, Ed. – Research-publishing.net, 2021
The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written…
Descriptors: Instructional Innovation, Second Language Learning, Second Language Instruction, Teaching Methods
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Ouellette-Schramm, Jennifer R. – Adult Education Quarterly: A Journal of Research and Theory, 2016
Academic language is a challenging yet increasingly important skill for Adult Basic Education/English as a Second or Other Language learners. Related to academic language learning is an adult's developmental perspective. Developmental perspectives have been shown to vary in adulthood and shape qualitatively distinct ways of reasoning and learning…
Descriptors: Academic Discourse, English (Second Language), Second Language Learning, Adult Basic Education
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Eyring, Janet L. – CATESOL Journal, 2014
This article discusses the state of the art in the field of "adult ESL" in the US. It identifies the size, characteristics, and settings of adult education and discusses relevant professional standards, assessment procedures, and teacher preparation. Three approaches to noncredit adult ESL education will be presented (Functional…
Descriptors: Adult Education, English (Second Language), Second Language Learning, Second Language Instruction
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Beltrán-Palanques, Vicente – Research-publishing.net, 2016
Assessing pragmatic knowledge in the instructed setting is seen as a complex but necessary task, which requires the design of appropriate research methodologies to examine pragmatic performance. This study discusses the use of two different research methodologies, namely those of Discourse Completion Tests/Tasks (DCTs) and verbal reports. Research…
Descriptors: Pragmatics, Second Language Learning, Second Language Instruction, Trust (Psychology)
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Bratkovich, Meghan Odsliv – Working Papers in TESOL & Applied Linguistics, 2014
This study investigated the nature of self-assessment and blind peer- and teacher-assessment in L2 writing. The type of feedback students gave to themselves and peers, the type of feedback used in the revision process, and the source of the feedback used were all analyzed. Additionally, student perceptions of self- and peer-assessment, feedback,…
Descriptors: Student Evaluation, Evaluation Methods, Self Evaluation (Individuals), Peer Evaluation
Fahmy, Mohsen M. – ProQuest LLC, 2013
Dynamic assessment (DA) is based on Vygotsky's (1978) sociocultural theory and his Zone of Proximal Development (ZPD). ZPD is the range of abilities bordered by the learner's assisted and independent performances. Previous studies showed promising results for DA in tutoring settings. However, they did not use proficiency-based rubrics to measure…
Descriptors: Semitic Languages, Adult Students, Second Language Learning, Second Language Instruction
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Romanova, Natalia – Canadian Modern Language Review, 2010
This study investigated two issues: (1) whether availability of planning time affects learners' ability to notice and learn from recasts in the input; and (2) whether pre-task or online planning is more effective. Participants were randomly assigned to three groups that formed the treatment conditions: a no planning group (N = 13), a pre-task…
Descriptors: Investigations, Pretests Posttests, Second Language Learning, Morphology (Languages)
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