Dimensions of Test Performance in English as a Foreign Language in Different European Settings: A Two-Level Confirmatory Factor Analytical Approach

Autor/inn/en	Erickson, Gudrun; Åberg-Bengtsson, Lisbeth; Gustafsson, Jan-Eric
Titel	Dimensions of Test Performance in English as a Foreign Language in Different European Settings: A Two-Level Confirmatory Factor Analytical Approach
Quelle	In: Educational Research and Evaluation, 21 (2015) 3, S.188-208 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2015.1021259
Schlagwörter	Factor Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Structural Equation Models; Language Proficiency; Correlation; Listening Skills; Reading Skills; Cross Cultural Studies; Language Tests; Foreign Countries; Goodness of Fit; Language Role; Teaching Methods; Statistical Analysis; Academic Achievement; Listening Comprehension; Reading Comprehension; Denmark; Finland; France; Norway; Spain; Sweden + Suchen Sie Ihr Suchwort? Faktorenanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Korrelation; Reading skill; Lesefertigkeit; Cultural comparison; Kulturvergleich; Language test; Sprachtest; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Schulleistung; Hörverständnis; Leseverstehen; Dänemark; Finnland; Frankreich; Norwegen; Spanien; Schweden
Abstract	The present study explored data from a survey of students' performance in English at the end of compulsory school in 6 European countries. The aim was to gain deeper knowledge of the internal structure of the test and to discuss similarities and differences between the different settings regarding patterns in language proficiency. The analyses, conducted by a factor analytic approach and 2-level structural equation modelling (SEM) techniques, indicated an overall English achievement factor at both student and school levels. Furthermore, an effect of format differences at the student level, constituted by a factor related to tasks demanding constructed response, was found. Three correlated modality factors related to listening, linguistic, and reading skills were identified but not further elaborated on as they improved the model only modestly. Considerable differences in between-school variation were found in the different settings. The results are discussed in relation to the instrument, student achievements, and the state of English in the participating countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01