Adequate In A Foreign Language Study

951 Words4 Pages

A person who is fluent in a foreign language is supposed to demonstrate a certain level of expertise in different language skills. Because of that, in foreign language examinations it is common to assess reading, listening, writing and speaking skills (Weir, 2005; IELTS, 2007; Educational Testing Service, 2013). In the large-scale examination programs sometimes it is not possible to measure the speaking skill because of the technical difficulties (Kenyon & Malone, 2010), but reading, listening and writing skills are usually assessed.
Vast number of studies has been published in the field of construct validity of language tests and/or parts of the tests that measure different language skills and a broad range of methodologies was used. Chapelle, …show more content…

Moore, Morton and Price (2012) assessed the construct validity of the International English Language Testing System (IELTS) academic reading test through investigation of the suitability of test items in relation to the reading and general literacy requirements of university studies. In addition to the survey of reading tasks, they interviewed academic staff as part of the validation process. Erdosy (2004) investigated how a rater’s personal background and professional experience impact the validity of scoring procedures and scoring criteria of TOEFL essays. Cheng and DeLuca (2011) asked foreign English language test-takers about their test-taking experiences, focusing on their perceptions of test validity and test use. In the same study, authors argued that additional evidence obtained from test-takers is important for test developers, test administrators, and test users and has to be taken into account when validating large-scale language assessments. In other …show more content…

Myers & Melton, 1964). Recently, Goh and Aryadoust (2010) tested different models including correlated uniqueness model to evaluate the construct validity of the Michigan English Language Assessment Battery (MELAB) listening test. Llosa (2007) used multivariate analytic approach based on correlated methods modelling to investigate the correspondence between constructs measured by the test of English proficiency and another standardized instrument.
In this study, we propose the multi-language/multi-skill (MLMS) approach as a new methodology to investigate convergent and discriminant validity of foreign language examinations. The approach is based on MTMM (Campbell & Fiske, 1959) and CFA. Until now, to our knowledge, the MTMM approach was used on different measures of knowledge of the same language, while we introduce its application in the multi-language

Open Document