An Investigation of the Validity of a Speaking Assessment for Adolescent English Language Learners

Autor/inn/en	Huang, Becky H.; Bailey, Alison L.; Sass, Daniel A.; Shawn Chang, Yung-hsiang
Titel	An Investigation of the Validity of a Speaking Assessment for Adolescent English Language Learners
Quelle	In: Language Testing, 38 (2021) 3, S.401-428 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Becky H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532220925731
Schlagwörter	Test Validity; Language Tests; English (Second Language); Second Language Learning; Second Language Instruction; Speech Communication; Construct Validity; Grade 7; Grade 8; Grade 9; Case Studies; Student Attitudes; Learning Experience; Self Evaluation (Individuals); Language Skills; Correlation; Factor Analysis; Foreign Countries; Taiwan; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Testvalidität; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Case study; Fallstudie; Case Study; Schülerverhalten; Lernerfahrung; Language skill; Sprachkompetenz; Korrelation; Faktorenanalyse; Ausland
Abstract	Given the increasing emphasis of communicative competence in English as a foreign language (EFL) contexts and the lack of validation research on speaking assessments for adolescent EFL learners, in the current study we examined the validity of the TOEFL Junior® speaking test, a relatively new speaking assessment developed by Educational Testing Service. We utilized Messick's integrative view of construct validity (1996) and Kane's interpretation argument framework (Kane, 2013), and focused on two sources of validity evidence: internal structure and external relations to other variables (AERA, APA, and NCME, 2014). We used a cross-sectional design with 252 seventh-to-ninth graders in Taiwan, which aligns with the spectrum of the TOEFL Junior®'s target age group. All adolescent participants took the TOEFL Junior® speaking test and two researcher-developed speaking tests. They also completed a survey reporting their history of English learning experiences from kindergarten to present and evaluating their own English language skills. Adolescent participants' teachers provided evaluations of participants' English language skills. Results from correlational tests and confirmatory factor analysis showed robust evidence for the test's internal structure. Correlation and multiple regression models also demonstrated strong positive relationships between TOEFL Junior® test scores and external variables, providing evidence for TOEFL Junior®'s construct validity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01