Lessons Learned in Designing and Implementing a Computer-Adaptive Test for English

[EN] This paper describes the lessons learned in designing and implementing a computer-adaptive test (CAT) for English. The early identification of students with weak L2 English proficiency is of critical importance in university settings that have compulsory English language course graduation requirements. The most efficient means of diagnosing the L2 English ability of incoming students is by means of a computer-based test since such evaluation can be administered quickly, automatically corrected, and the outcome known as soon as the test is completed. While the option of using a commercial CAT is available to institutions with the ability to pay substantial annual fees, or the means of passing these expenses on to their students, language instructors without these resources can only avail themselves of the advantages of CAT evaluation by creating their own tests. As is demonstrated by the E-CAT project described in this paper, this is a viable alternative even for those lacking any computer programing expertise. However, language teaching experience and testing expertise are critical to such an undertaking, which requires considerable effort and, above all, collaborative teamwork to succeed. A number of practical skills are also required. Firstly, the operation of a CAT authoring programme must be learned. Once this is done, test makers must master the art of creating a question database and assigning difficulty levels to test items. Lastly, if multimedia resources are to be exploited in a CAT, test creators need to be able to locate suitable copyright-free resources and re-edit them as neededBurston, J.; Neophytou, M. (2014). Lessons Learned in Designing and Implementing a Computer-Adaptive Test for English. The EuroCALL Review. 22(2):19-25. doi:10.4995/eurocall.2014.3632.SWORD1925222Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281-302. doi:10.1037/h0040957Hambleton, R., Swaminathan, H., & Rogers, J. (1991). Fundamentals of Item Response Theory. Newbury Park, CA: Sage Publications.LAWSHE, C. H. (1975). A QUANTITATIVE APPROACH TO CONTENT VALIDITY. Personnel Psychology, 28(4), 563-575. doi:10.1111/j.1744-6570.1975.tb01393.xRasch, G. (1980). Probabilistic Models for Some Intelligence and Attainment Tests. Copenhagen: Danmarks Paedagogiske Institut, 1960. Reprint, Chicago: University of Chicago Press

Achieving Independent Language Learning through the Mobilization of Ubiquitous Instructional Technology Resources

In programs meant for foreign language majors, there is typically a broad range of linguistic competence in advanced-level Languages for Specific Purposes (LSP) courses. Troublesome in any course, this is especially so when instruction directly relates to professional training, where students need to attain a level of competence that will allow them to subsequently function as fully independent language learners. Considering the normal constraints on in-class instruction, the mobilization of ubiquitous instructional technology resources, coupled with sound curriculum design and metacognitive awareness raising, is critical to providing the amount of time on task required to attain this objective. The case of the English for Specific Academic Purposes course that is the subject of this study provides an example of how the challenge of bringing students up to the level of independent language learners has been approached. It is hoped this may serve as a pedagogical model that can be applied to advanced-level LSP courses in general

Aligning ESP courses with the Common European Framework of Reference for Languages

This article explains how the Common European Framework of References for Languages (CEFR; Council of Europe 2001, Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press) has been applied in language courses at the Language Centre (LC) of the Cyprus University of Technology (CUT), demonstrating successful adaptations, but placing particular emphasis on the challenges faced in the alignment of English for Specific Purposes (ESP) courses with the CEFR. The CEFR is a tool providing a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency. Its introduction has transformed the learning of languages, and its implementation requires major changes in teaching practices. The CEFR is oriented towards tasks and learning outcomes and provides descriptors of general language competence which are recognised and used internationally. However, many higher education institutions offer students the opportunity to study languages for specific purposes. In such educational contexts, the alignment of courses with the CEFR descriptors presents additional challenges. This paper demonstrates the difficulties faced by language educators at the LC of the CUT in the process of adapting a wide range of multidisciplinary English for Specific Purposes courses in accordance with the CEFR. Data were collected via focus group discussions among language educators at the LC CUT who had extensive experience in teaching ESP courses at university level. Emerging topics include stakeholders’ needs analysis, materials development, effective methodologies, task design, and the use of Information and Communication Technology (ICT) tools, among others. Major findings centre on the need for a tool that would facilitate the description of ESP competence levels corresponding to the CEFR but informed by a multidisciplinary perspective