University entrance language tests : a matter of justice

University entrance language tests are often administered under the assumption that even if language proficiency does not determine academic success, a certain proficiency level is still required. Nevertheless, little research has focused on how well L2 students cope with the linguistic demands of their studies in the first months after passing an entrance test. Even fewer studies have taken a longitudinal perspective. Set in Flanders, Belgium, this study examines the opinions and experiences of 24 university staff members and 31 international L2 students, of whom 20 were tracked longitudinally. Attention is also given to test/retest results, academic score sheets, and class recordings. To investigate the validity of inferences made on the basis of L2 students' scores, Kane's (2013) Interpretation/Use Argument approach is adopted, and principles from political philosophy are applied to investigate whether a policy that discriminates among students based on language test results can be considered just. It is concluded that the receptive language requirements of university studies exceed the expected B2 level and that the Flemish entrance tests include language tasks that are of little importance for first-year students. Furthermore, some of the students who failed the entrance test actually managed quite well in their studies - a result that entails broad implications concerning validation and justice even outside the study's localized setting

Perceptual Quality Measure using a Spatio-Temporal Model of the Human Visual System

This paper addresses the problem of quality estimation of digitally coded video sequences. The topic is of great interest since many products in digital video are about to be released and it is thus important to have robust methodologies for testing and performance evaluation of such devices. The inherent problem is that human vision has to be taken into account in order to assess the quality of a sequence with a good correlation with human judgment. It is well known that the commonly used metric, the signal-to-noise ratio is not correlated with human vision. A metric for the assessment of video coding quality is presented. It is based on a multi- channel model of human spatio-temporal vision that has been parameterized for video coding applications by psychophysical experiments. The visual mechanisms of vision are simulated by a spatio-temporal filter bank. The decomposition is then used to account for phenomena as contrast sensitivity and masking. Once the amount of distortions actually perceived is known, quality estimation can be assessed at various levels. The described metric is able to rate the overall quality of the decoded video sequence as well as the rendition of important features of the sequence such as contours or textures

Examining focused L2 practice: From in vitro to in vivo

Behaviour-tracking technology has been used for decades in SLA research on focused practice with an eye toward elucidating the nature of L2 automatization (e.g. DeKeyser, 1997; Robinson, 1997). This involves longitudinally capturing learners’ judgments or linguistic production along with their response times in order to investigate how specific skills become automatic over time. However, previous research in this area has been conducted mostly in laboratories (i.e., in vitro), sometimes with artificial languages, thereby compromising ecological validity of the findings. Building on this work, this article reports on a one-month study in which learners’ (N = 126) behaviour was tracked while they practised two constructions of English grammar (varying in complexity) using mini-games that involved some time pressure and were embedded in meaning-focused reading and discussion activities in class. Feedback was randomly varied between participants. Multilevel statistical analyses of accuracy and response time suggest that practice helped to develop automaticity, and that rule complexity and metalinguistic feedback played a role. The methodological innovation of this study consists of the application of in vitro experimental research techniques in in vivo L2 learning contexts and of the use of statistical mixed effects models to account for the complexity of real-life tracking data

Teaching TEI: The Need for TEI by Example

The Text Encoding Initiative (TEI)1 has provided a complex and comprehensive system of provisions for scholarly text encoding. Although a major focus of the ‘digital humanities’ domain, and despite much teaching effort by the TEI community, there is a lack of teaching materials available, which would encourage the adoption of the TEI's recommendations and the widespread use of its text encoding guidelines in the wider academic community. This article describes the background, plans, and aims of the TEI by Example project, and why we believe it is a necessary addition to the materials currently provided by the TEI itself. The teaching materials currently available are not suited to the needs of self directed learners, and the development of stand alone, online tutorials in the TEI are an essential addition to the extant resources, in order to encourage and facilitate the uptake of TEI by both individuals and institutions