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Direct linkBaghaei, Samira; Bagheri, Mohammad Sadegh; Yamini, Mortaza – Cogent Education, 2020
The main purpose of this quantitative-qualitative content analysis study was to compare IELTS and TOEFL listening and reading tests based on the representation of the learning objectives of Revised Bloom's taxonomy. To this end, 12 Academic IELTS listening and reading tests and 12 TOEFL iBT listening and reading tests were analyzed qualitatively…
Descriptors: Second Language Learning, English (Second Language), Language Tests, Reading Tests
Download full textBarkaoui, Khaled – ETS Research Report Series, 2015
This study aimed to describe the writing activities that test takers engage in when responding to the writing tasks in the "TOEFL iBT"[superscript R] test and to examine the effects of task type and test-taker English language proficiency (ELP) and keyboarding skills on the frequency and distribution of these activities. Each of 22 test…
Descriptors: Second Language Learning, Language Tests, English (Second Language), Writing Instruction
Sadeghi, Karim; Mosalli, Zahra – Iranian Journal of Language Teaching Research, 2013
Based on Robinson's (2005) Cognition Hypothesis and Skehan and Foster's (2001) Limited Attentional Capacity Model, the current study attempted to investigate the effect of manipulating task complexity on argumentative writing quality in terms of lexical complexity, fluency, grammatical accuracy, and syntactic complexity. Task complexity was…
Descriptors: Persuasive Discourse, Writing (Composition), College Students, Comparative Analysis
Biber, Douglas; Nekrasova, Tatiana; Horn, Brad – ETS Research Report Series, 2011
This research project undertook a review and synthesis of previous research on the effectiveness of feedback for individual writing development. The work plan was divided into two main phases. First, we surveyed all available studies that have investigated the effectiveness of writing feedback, including both quantitative and qualitative research,…
Descriptors: English (Second Language), Second Language Instruction, Feedback (Response), Writing Skills
Sawaki, Yasuyo; Kim, Hae-Jin; Gentile, Claudia – Language Assessment Quarterly, 2009
In cognitive diagnosis a Q-matrix (Tatsuoka, 1983, 1990), which is an incidence matrix that defines the relationships between test items and constructs of interest, has great impact on the nature of performance feedback that can be provided to score users. The purpose of the present study was to identify meaningful skill coding categories that…
Descriptors: Feedback (Response), Test Items, Test Content, Identification
Kostin, Irene – Educational Testing Service, 2004
The purpose of this study is to explore the relationship between a set of item characteristics and the difficulty of TOEFL[R] dialogue items. Identifying characteristics that are related to item difficulty has the potential to improve the efficiency of the item-writing process The study employed 365 TOEFL dialogue items, which were coded on 49…
Descriptors: Statistical Analysis, Difficulty Level, Language Tests, English (Second Language)
