Kazem Barzegar; Amir Reza Nemat Tabrizi; Manoochehr Jafarigohar; Fereidoon Vahdany
Abstract
This correlational research used the association between norm-referenced (NRTs) and criterion-referenced tests (CRTs) to predict CRT scores on the basis of NRT scores, homogenize English proficiency of university students, and design a structural equation modeling approach between NRTs and CRTs. The ...
Read More
This correlational research used the association between norm-referenced (NRTs) and criterion-referenced tests (CRTs) to predict CRT scores on the basis of NRT scores, homogenize English proficiency of university students, and design a structural equation modeling approach between NRTs and CRTs. The participants were 210 allied health EGP (English for General Purposes) students who were assigned to three levels of language proficiency using Cambridge Placement Test. Researcher-made midterm and final exams, focusing on grammar, vocabulary, and reading comprehension were conducted. Results showed significant positive correlations between the NRT and CRTs. Structural Equation Modeling (SEM) analysis indicated significant paths from NRT as the dependent latent variable to CRTs as independent latent variables. The scores on the components of the three latent variables including vocabulary, grammar, and reading, within three assessments (placement, midterm, and final) were considered as observed variables. Significant paths between NRT and CRTs suggested that complex interrelations between components of NRT and CRTs can be used to homogenize university students’ proficiency in academic English courses using NTR scores to overcome problems related to the individual differences. Consequently, in academic English courses, groupings based on university students’ language ability using NRT scores would override groupings solely based on students’ academic majors.
Amin Khanjani; Fereidoon Vahdany; Manoochehr Jafarigohar
Volume 4, Issue 2 , April 2017, , Pages 78-63
Abstract
Teacher education programs are ought to deal with the issue of language proficiency. Moreover, finding appropriate framework to help prospective teachers with different learning styles to transform the acquired knowledge and skills into actual teaching practice is highly promising. Task Based Instruction ...
Read More
Teacher education programs are ought to deal with the issue of language proficiency. Moreover, finding appropriate framework to help prospective teachers with different learning styles to transform the acquired knowledge and skills into actual teaching practice is highly promising. Task Based Instruction (TBI) might pave the way for such transformative learning. This study attempted to testify this hypothesis. To this end, among 105 available EFL teacher trainees, who were instructed through the TBI, 76 trainees in four experiential learning styles (n = 19), were selected for further analysis. There was no control group in this study. The trainees were first selected through convenience sampling; they were then administered to experiential learning style inventory. Through a mixed-method design, the TBI and experiential learning style effects on trainees’ reading skills and transformation of the acquired skills were examined. A wide range of qualitative and quantitative instruments were implemented in this study. The results of the questionnaires, tests and observation checklist were analyzed quantitatively. For interview results, both quantitative (percentages) and qualitative analysis were employed. The results demonstrated that the TBI had a significant effect on trainees’ reading skills; the transformation was also observed. However, no significant effect of experiential learning styles was observed. At the end, some recommendations are provided.
