The Incremental Contribution of TOEIC® Listening, Reading, Speaking, and Writing Tests to Predicting Performance on Real-Life English Language Tasks

Autor/inn/en	Powers, Donald E.; Powers, Andrew
Titel	The Incremental Contribution of TOEIC® Listening, Reading, Speaking, and Writing Tests to Predicting Performance on Real-Life English Language Tasks
Quelle	In: Language Testing, 32 (2015) 2, S.151-167 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532214551855
Schlagwörter	Language Tests; English (Second Language); Language Proficiency; Prediction; Self Evaluation (Individuals); Scores; Regression (Statistics); Listening Comprehension Tests; Reading Tests; Speech Tests; Writing Tests; Foreign Countries; Correlation; Japan; South Korea; Test of English for International Communication + Suchen Sie Ihr Suchwort? Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Vorhersage; Regression; Regressionsanalyse; Hörverstehensübung; Lesetest; Sprechtest; Writing test; Schreibtest; Ausland; Korrelation; Korea; Republik
Abstract	Typically, English language proficiency tests yield multiple scores--usually for each of the four traditional language domains. In order to maximize the usefulness of test scores, they may need to be accompanied by information concerning how they complement one another. Using self-assessments by some 2300 TOEIC test takers, this study aimed to show that language performance in a particular domain (speaking, for instance) can be predicted by using a test that corresponds specifically to that domain (i.e., the TOEIC Speaking test), but also that it can be even better predicted by supplementing domain-related scores with scores (e.g., TOEIC Listening scores) that do not correspond directly to the target domain. The results of a hierarchical linear regression analysis revealed that adding test scores that did not correspond directly to the target performance domain made statistically and practically significant contributions to prediction in the target domain. Thus, more precise estimates of English language proficiency in a specific domain are possible by assessing skills not only in that domain but in other related domains as well. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01