To illuminate these dimensions, the present study took insight from Xu and Brown's (2016) LAL model into the development and validation of a LAL scale which could have relevance to Iranian EFL contexts. In light of this importance, the development of a LAL framework that helps better measure EFL teachers' affective and theoretical/conceptual dimensions of assessment is required. Given this, teachers' mastery of assessment practical and technical skills, as prescribed by the exiting LAL models, could not be entirely complete nor enhanced without their conceptions of assessment knowledge base and attitudes or beliefs about language assessment system. In second/foreign language (L2) discipline, this has recently brought language assessment literacy (LAL) to the forefront, emphasizing what assessment competencies L2 teachers with special needs, such as English as a Foreign Language (EFL) teachers, require to possess to be assessment literate. The contemporary era of learning-oriented assessment (LOA) demands teacher professional efforts to appropriately and accurately assess learners' attainment and use the assessment results for the enhancement of learning. It is expected that this instrument will help future studies that seek to measure Spanish speakers' competence in English as a foreign or second language without having to deal with the interference of other intervening factors. This version is in line with validation standards put forward in previous research. As a result of this study, a VST version for Spanish speakers consisting of 9 vocabulary frequency levels is shared. Additionally, Principal Axis Factoring (PAF) was conducted to revise the existence of only one underlying variable. A one-way ANOVA test was used to confirm the test's capacity to discriminate among learners of different linguistic competence. This version was designed based on the two forms available on one of the creators' websites as well as considering practices recommended regarding the elimination of cognates and loans. The objective of this study was to validate a bilingual Spanish-English version of the Vocabulary Size Test (VST) considering its potential use as a discriminator between learners in terms of language competence.
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