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Elicited Imitation as a Measure of Second Language Proficiency: A Narrative Review and Meta-Analysis
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Yan, Xun; Maeda, Yukiko; Lv, Jing; Ginther, April – Language Testing, 2016
Elicited imitation (EI) has been widely used to examine second language (L2) proficiency and development and was an especially popular method in the 1970s and early 1980s. However, as the field embraced more communicative approaches to both instruction and assessment, the use of EI diminished, and the construct-related validity of EI scores as a…
Descriptors: Second Language Learning, Language Proficiency, Meta Analysis, Effect Size
A Meta-Analysis of Test Format Effects on Reading and Listening Test Performance: Focus on Multiple-Choice and Open-Ended Formats
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In'nami, Yo; Koizumi, Rie – Language Testing, 2009
A meta-analysis was conducted on the effects of multiple-choice and open-ended formats on L1 reading, L2 reading, and L2 listening test performance. Fifty-six data sources located in an extensive search of the literature were the basis for the estimates of the mean effect sizes of test format effects. The results using the mixed effects model of…
Descriptors: Test Format, Listening Comprehension Tests, Multiple Choice Tests, Program Effectiveness
EFL Classroom Peer Assessment: Training Effects on Rating and Commenting
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Saito, Hidetoshi – Language Testing, 2008
This study examined the effects of training on peer assessment and comments provided regarding oral presentations in EFL (English as a Foreign Language) classrooms. In Study 1, both the treatment and control groups received instruction on skill aspects, but only the treatment group was given an additional 40-minute training on how to rate…
Descriptors: Control Groups, Student Attitudes, Peer Evaluation, English (Second Language)