Listening is widely regarded as the predominant language proficiency utilized in virtually all forms of communication. However, its intricacies often engender feelings of complexity and, at times, provoke anxiety and frustration among both foreign and second-language learners. The enhancement of successful communication fundamentally hinges upon…

This report summarizes Spring 2016 Texas English Language Proficiency Assessment System (TELPAS) results for Austin Independent School District's English language learner (ELL) students. TELPAS is used annually in Texas public schools to assess ELLs' English acquisition in listening, speaking, reading, and writing.

This report summarizes Austin Independent School District English learner students' (ELs) TELPAS performance on the 2018 Spring administration. TELPAS is the state of Texas' student assessment of English language proficiency. Performance is summarized by domain and composite ratings, and years in U.S. schools. The changes made to the test are also…

This report is part of a long-term collaboration of the Quality Teaching for English Learners initiative at WestEd with the Fort Worth Independent School District. The focus of this report is on a historical cohort of ninth graders who were enrolled at the International Newcomer Academy in the 2009-2010 school year. This report follows this cohort…

The Common European Framework of Reference (CEFR) describes language proficiency in reading, writing, speaking, and listening on a 6-level scale. In this study, English-language experts from across Europe linked CEFR levels to scores on three tests: the TOEFL® iBT test, the TOEIC® assessment, and the TOEIC "Bridge"™ test.…

This study compared L2 listening comprehension with L2 reading comprehension in terms of the roles of linguistic knowledge, background knowledge, and question types among 168 university students learning English in Korea. The analyses of the data found that L2 listeners processed inferential information more easily than factual information, while…

This study examines the score dependability of writing and speaking assessments from the Test of English as a Foreign Language (TOEFL) from the perspectives of univariate and multivariate generalizability theory (G-theory) and presents the findings of three separate G-theory studies. For writing, the focus was on evaluating the impact on…

To investigate differences in achievement in foreign language listening comprehension, 61 students in a Foreign Language in an Elementary School (FLES) program were studied during instruction using video clips from authentic Chinese TV broadcasts in two advance organizer conditions. The first type of advance organizer consisted of written words…

A study was carried on to analyze a data set in order to determine whether evidence can be found to support or refute the unitary factor hypothesis of language proficiency, which asserts that there is a single language dimension or factor underlying different language tests. The subjects were 50 advanced adult learners of English as a second…

This study was conducted to evaluate the tests developed by elementary foreign language teachers of French, Japanese, and Spanish in a school district in South Carolina. The tests were designed to determine the level of end-of-year student learning and to provide a basis for evaluating the curriculum of each of the three languages. The French and…

This paper reports a second-cycle validation study of the test of English at Matriculation (TEAM) following revisions made to the test in 1993. Candidates' scores from four academic sessions (1993-1997) were used to assess the relationship between the performance at the beginning of their degree course and their eventual academic outcome. Results…