Diagnosing L2 Learners' Language Skills Based on the Use of a Web-Based Assessment Tool Called DIALANG

Autor/inn/en	Taghizadeh, Mahboubeh; Alavi, Sayyed Mohammad; Rezaee, Abbas Ali
Titel	Diagnosing L2 Learners' Language Skills Based on the Use of a Web-Based Assessment Tool Called DIALANG
Quelle	In: International Journal of E-Learning & Distance Education, 29 (2014) 2, (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2292-8588
Schlagwörter	Second Language Learning; Statistical Analysis; Language Proficiency; English (Second Language); Listening Skills; Computer Assisted Testing; Second Language Instruction; Foreign Countries; Translation; Scores; Writing Skills; College Students; Majors (Students); Self Evaluation (Individuals); Language Tests; Reading Skills; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Statistische Analyse; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Writing skill; Schreibfertigkeit; Collegestudent; Language test; Sprachtest; Reading skill; Lesefertigkeit
Abstract	This study was conducted with 68 Iranian students studying at the Alborz Institute of Higher Education. The participants' majors were Teaching English as a Foreign Language (TEFL; n = 23), English Language Literature (ELL; n = 22), and English Language Translation (ELT; n = 23). DIALANG self-assessment scales, consisting of 107 statements with Yes/No responses, were used in this study. DIALANG is an online assessment system used for language learners who want to obtain diagnostic information about their language proficiency (Council of Europe, 2001). Results indicated that ELL students had the highest overall ranking, whereas TEFL students received the lowest overall ranking for listening skills. ELL students had the highest reading skill scores while ELT students demonstrated the lowest scores. ELL students ranked highest in writing ability whereas TEFL students rated lowest in writing skill. Kruskal-Wallis analysis revealed that there was no statistically significant difference in listening and reading skills across the three majors. One-way between-groups ANOVA did demonstrate a statistically significant difference in the writing self-assessment statements for the three groups. Implications and directions for future research with DIALANG are provided based on results from the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01