Validation of a Vocabulary Learning Strategy Scale and Its Relationship to Vocabulary Level Test Scores

The purpose of this study is two-fold: firstly, to validate a questionnaire of self-regulated vocabulary learning strategies (VLS), based on a strategic self-regulation(S2R) model of language learning (Oxford,2011), and secondly, to investigate the relationships between self-regulated VLS and vocabulary size. An explanatory factor analysis on the data of 216 Japanese EFL students yielded the following seven factors. which could reflect constructs hypothesized from the S2R model to a reasonable extent: (a) planning for goal achievement, (b) obtaining and using preferred resources, (c) conceptualizing by linking/combining related vocabulary, (d) planning for positive affective strategies, (e) using auditory sense to understand and remember, (f) generating and maintaining extrinsic motivation, and (g) increasing instrumental motivation. Among the seven strategic vocabulary learning constructs, (b), (c) and (g) were moderately correlated to vocabulary size. Furthermore, these strategies were strongly correlated with self-regulatory and planning strategies. The results suggest an integral role for these variables in vocabulary learning

Validity argument for the VELC Test® score interpretations and uses

Background: Placement testing is a crucial issue in Japanese universities. In the majority of language programs, classes are streamed by proficiency levels based on students’ placement test score for efficient instruction because university students’ proficiency levels vary greatly even in the same program. The Visualizing English Language Competency Test® [VELC Test® (VELC Research Group, 2013)] was designed particularly for making Japanese university students’ proficiency and placement decisions.Methods: This study provides a validity argument for the VELC Test® score interpretations and uses using Kane’s (2006) argument-based validity framework when administered to 4407 Japanese university students as a placement test.Results: Four inferences from observation to decision were adequately made due to the facts that: (a) most of the VELC Test® items were working as placement items (scoring), (b) the VELC Test® (k = 120) was reliable with the small amount of error (generalization), (c) test-takers’ VELC Test® score could show what they could do with their English (extrapolation), and (d) the VELC Test® could be used to separate testtakers’ proficiency into three levels and could be useful for test-takers’ further learning (decision).Conclusions: This study indicated that administrators could make valid Japanese university students\u27 placement decisions with this test