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Direct linkHashimoto, Brett James – Language Assessment Quarterly, 2021
Modern vocabulary size tests are generally based on the notion that the more frequent a word is in a language, the more likely a learner will know that word. However, this assumption has been seldom questioned in the literature concerning vocabulary size tests. Using the Vocabulary of American-English Size Test (VAST) based on the Corpus of…
Descriptors: Word Frequency, Vocabulary Development, Second Language Learning, Second Language Instruction
Cai, Yuyang; Kunnan, Antony John – Language Assessment Quarterly, 2018
This study examined the separability of domain-general and domain-specific content knowledge from Language for Specific Purposes (LSP) reading ability. A pool of 1,491 nursing students in China participated by responding to a nursing English test and a nursing knowledge test. Primary data analysis involved four steps: (a) conducting a…
Descriptors: Foreign Countries, Item Response Theory, Structural Equation Models, English for Special Purposes
Bae, Jungok; Bentler, Peter M.; Lee, Yae-Sheik – Language Assessment Quarterly, 2016
Content is related to other aspects of writing, but exactly how they are related has remained unclear or has not received sufficient critical attention. Consequently, in most writing assessments, content has been treated as just one among several relatively distinct but equal elements. However, in this study, the authors have quantified these…
Descriptors: Writing Evaluation, Content Analysis, Writing Skills, Story Telling
Denies, Katrijn; Janssen, Rianne – Language Assessment Quarterly, 2016
This study discusses the self-assessments of over 22,500 students on a set of 12 can-do statements that are taken from the Common European Framework of Reference (CEFR). The students' endorsement or negation of the statements reflects their sense of self-efficacy in English reading, writing, and listening. Their self-efficacy beliefs are compared…
Descriptors: Gender Differences, English (Second Language), Second Language Learning, Correlation
Yang, Hui-Chun – Language Assessment Quarterly, 2014
This study explores the construct of a summarization test task by means of single-group and multigroup structural equation modeling (SEM). It examines the interrelationships between strategy use and performance, drawing on data from 298 Taiwanese undergraduates' summary essays and their self-reported strategy use. Single-group SEM analyses…
Descriptors: Foreign Countries, Structural Equation Models, Writing Skills, Language Tests
