Browsing by Subject "Language proficiency"

Now showing 1 - 4 of 4

Open Access
A comparability and classification analysis of computerized adaptive and conventional paper- based versions of an English language proficiency reading subtest
(2022-01) Kaya, Elif
The current study compares the computerized adaptive test (CAT) and paper-based test (PBT) versions of an English language proficiency reading subtest in terms of psychometric qualities. The study also investigates classification performance of CATs not designed for classification purposes with reference to its PBT version. Real data-based simulations were conducted under varying test conditions. The results demonstrate that ability levels estimated by CATs and PBT are similar. A relatively larger item reduction can be obtained with 0.50 and 0.40 standard error thresholds and CATs terminated with 20, 25, and 30 items performed well with acceptable SE values. Reliability of CAT ability estimates was comparable and highly correlated with PBT estimates. For classification analysis, classification accuracy (CA) and classification consistency (CC) was also estimated using the Rudner method. Classification analyses were conducted on single and multiple cut-off points. The results showed that the use of a single cut-off score produced better classification performance, particularly for high and low ability groups. On the other hand, the use of multiple cut-off scores simultaneously yielded significantly lower classification performance. Overall, the results highlight the potential for CATs not designed specifically for classification to serve classification purposes and indicate avenues for further research.
Open Access
Investigating the role of multi-word expressions in writing proficiency and overall English language proficiency of EFL students at a Turkish university
(2020-09) Torlak, Metin
The purpose of the current study was to investigate the relationship between frequency values of multi-word expressions (MWEs) and the writing proficiency and overall proficiency of tertiary level English as a Foreign Language (EFL) students. The correlational study was conducted with 63 learners at the school of foreign languages of a state university in Ankara, Turkey. Having collected the essays written by the learners, the researcher applied a two-step item extraction method. After MWEs in the essays were tagged by two experienced raters, frequency-based association strength values were assigned to each phrase. The association strength values were obtained through a reference corpus to determine the MWEs accepted for regression analyses. The results indicated that proportion and mutual information scores of MWEs were significant predictors of the writing proficiency of the learners. Another finding of the study was that no relationship was found between proportion and mutual information scores of MWEs and the overall proficiency of the learners. As MWE frequency measures were predictive of writing proficiency, inclusion of MWEs thoroughly in EFL curricula might be suggested as an implication.
Open Access
Predicting international students' academic success... may not always be enough: assessing Turkey's Foreign Study Scholarship Program
(Kluwer Academic Publishers, 2007) Mathews, J.
In 1993, Turkey's Higher Education Council (YOK) launched a program to sponsor thousands of students for graduate study abroad, in the hopes of building up a base of highly qualified, foreign educated faculty for 24 newly established universities nationwide. With an incoming new YOK administration in 1995, dramatic changes were made in the program's selection procedures. One of the key elements of these changes was the inclusion of a high foreign language proficiency requirement, which served both to meet certain ideological goals of the new administration as well as presuming to reduce the high degree of student failure abroad. In addition to assessing the overall success of the scholarship program in light of the changes made, this study provides another look at the connection between language proficiency and academic success, with both qualitative and quantitative data collected from 23 'YOK scholars'. Although finding a positive relation between language proficiency and academic success, the study suggests that rather than having solved the scholarship program's problems by imposing high language proficiency requirements, the new YOK administration actually reduced even further the program's ability to successfully supply faculty to the new universities. Recommendations are made for the Turkish and similar foreign study programs.
Open Access
Relationship between IB DP English scores, english proficiency exam scores and student selection examination scores : a correlational study
(2015-01) Biçer, Eray
English language teaching has become one of the most inseparable parts of Turkish National Education Curriculum. With the emergence of international programs such as International Baccalaureate, International General Certificate of Secondary Education and Advanced Placement English language teaching and language proficiency gained new perspectives in Turkey and around the world. While the English curriculum in Turkish national system focuses on receptive and productive skills; reading, listening, writing and speaking, the curriculum of international programs focus more on critical thinking skills in the target language. The question of how well a student who received IB Diploma Programme English education can perform in a standardized English proficiency test which focuses on critical thinking skills rather than four skills remains unanswered in Turkish context. This study aimed to explore the relationship between IB DP English scores, a standardized English test scores (COPE) and student Selection Examination (OSS) scores of Bilkent Erzurum Laboratory School graduates. This study was completed by using the IB DP English, COPE and SSE scores of 119 students as instruments. The data were analysed with correlational analysis approach. Statistically significant relationships were discovered between COPE exam scores and IB predicted grades.