A Longitudinal Analysis of Ability Grouping with College EFL Learners

Autor/inn/en	Wu, Chiu-hui; Tsai, Chia-jung; Chiu, Yi-Min
Titel	A Longitudinal Analysis of Ability Grouping with College EFL Learners
Quelle	In: TESOL International Journal, 13 (2018) 1, S.20-32 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Benchmarking; Foreign Countries; Ability Grouping; College Students; Achievement Gains; Comparative Analysis; Standardized Tests; Teaching Methods; Scores; Language Tests; Self Esteem; Program Design; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Ausland; Homogene Gruppierung; Niveaugruppierung; Streaming; Collegestudent; Achievement gain; Leistungssteigerung; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Self-esteem; Selbstaufmerksamkeit; Programme design; Programmaufbau; Programmplanung
Abstract	Ability grouping, organizing classes homogeneously by L2 proficiency, has been commonly used in Taiwanese English as a Foreign Language (EFL) classes. This quasi-experimental (within-subjects design) study examined proficiency gains of 785 Taiwanese university students over three years enrolled in a general English (GE) program that employed ability grouping. The standardized test used for this study was the "College Students English Proficiency Test" (CSEPT). The results indicated students gained in English proficiency over time, from entry into the program to their last year of English instruction. Further post hoc analysis of the long-term proficiency changes showed that students with an observed A2 (CEFR) proficiency, upon entry, had more pronounced gains, over the three years, than their A1 and B1 counterparts. The study concluded that a leveled English curriculum maximized the learning experience for A2 level students and allowed them continuous proficiency gains. However, the fact that B1 level students did not show consistent progress is perhaps due to plateau effect when their test scores hit the graduation benchmark. As for the A1 students, their lack of achievement may be due to their low self-esteem. The pedagogical implication suggests the need to revisit the leveled (ability grouping) English curriculum for A1 and B1 level learners. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01