The Effects of Linguistic and Demographic Features of Chinese International Students on Placement Test Levels in Higher Education: Logistic Regression

Autor/in	Park, Eunjeong
Titel	The Effects of Linguistic and Demographic Features of Chinese International Students on Placement Test Levels in Higher Education: Logistic Regression
Quelle	In: Journal of International Students, 9 (2019) 1, S.225-241 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Asians; Foreign Students; Essay Tests; Student Placement; College Readiness; High Stakes Tests; Prediction; Institutional Characteristics; Writing Skills; Writing Improvement; Language Proficiency; English (Second Language); Second Language Learning; College Students; Discourse Analysis; Academic Language; Vocabulary Skills; Gender Differences; Evaluators; Writing Evaluation + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Schriftlicher Sprachgebrauch; Schülerpraktikum; Vorhersage; Writing skill; Schreibfertigkeit; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Diskursanalyse; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Aktiver Wortschatz; Geschlechterkonflikt
Abstract	Higher education institutions in the United States provide placement essay tests to ensure international students' readiness for college courses. The high-stakes nature of placement tests makes educators and researchers seek significant components of differentiating levels of placement tests. This study investigated the prediction of two levels (i.e., low vs. intermediate) of 411 placement test essays written by Chinese international students and examined the influence of linguistic and demographic features on placement test levels through logistic regression. The results showed that the type-token ratio, tokens, college type, and graduate status were significant indicators to differentiate students' placement test essays. However, several demographic features were not statistically significant. The results may shed light on improving writing skills of Chinese international students who scored intermediate or low in the placement tests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01