Motivation and Vocabulary Breadth in CLIL and EFL Contexts. Different age, Same Time of Exposure

Numerous studies have found a positive connection between learners’ motivation towards foreign language and foreign language achievement. The present study examines the role of motivation in receptive vocabulary breadth (size) of two groups of Spanish learners of different ages, but all with 734 hours of instruction in English as a Foreign Language (EFL): a CLIL (Content and Language Integrated Learning) group in primary education and a non-CLIL (or EFL) group in secondary education. Most students in both groups were found to be highly motivated. The primary CLIL group slightly overcame the secondary non-CLIL group with respect to the mean general motivation but this is a non-significant difference. The secondary group surpass significantly the primary group in receptive vocabulary size. No relationship between the receptive vocabulary knowledge and general motivation is found in the primary CLIL group. On the other hand, a positive significant connection, although a very small one, is identified for the secondary non-CLIL group. We will discuss on the type of test, the age of students and the type of instruction as variables that could be influencing the results.

Receptive Vocabulary of CLIL and Non-CLIL Primary and Secondary School Learners

CLIL instruction has been reported to be beneficial for foreign language vocabulary learning since CLIL students show higher vocabulary profiles than students of their same age in traditional EFL contexts. However, to our knowledge, the receptive vocabulary knowledge of CLIL and non-CLIL learners at the end of primary and secondary education has not been examined yet. Hence, this study aims at comparing the receptive vocabulary size 79 CLIL primary learners with the receptive vocabulary knowledge of 331 non-CLIL learners at the end of primary and secondary school. Sex-based differences were also analysed. The 2k Vocabulary Levels Test (VLT) was used for the purposes of the study. Results revealed that learners’ receptive vocabulary sizes lie within the most frequent 1000 words, non-CLIL secondary school students throw better results than primary students but the differences between the secondary group and the CLIL group are not statistically significant. As for sex-based differences, we found no significant differences among the groups. These findings led us to believe that the CLIL approach offers a benefit for vocabulary acquisition since CLIL learners have been exposed to the foreign language for a shorter period of time and the results are quite similar to their non-CLIL secondary school partners.

Testing for language teachers.

Edición revisada y ampliada en la que los profesores encuentran una guía práctica para tener una mejor comprensión del papel que los tests tienen en la enseñanza de la lengua y, con orientaciones para elaborar cada uno sus propias pruebas. Se han incorporado y ampliado capítulos respecto de la edición anterior con distintos tipos de tests para jóvenes estudiantes y con las llamadas pruebas técnicas. También, cuenta con apéndices nuevos sobre análisis estadístico de test de datos y sobre los bancos de ítems.

Testing spoken language : a handbook of oral testing techniques.

Guía práctica para diseñar y usar tests orales de habilidad lingüística, dirigido a profesores, examinadores, diseñadores de cursos y planificadores de educación. El libro presenta las etapas en que debe desarrollarse el programa de evaluación de las habilidades lingüísticas, con ejemplos prácticos y temas de debate que pueden surgir en cada etapa, y considera la evaluación de las habilidades de expresión oral como una parte integral del programa de aprendizaje de cualquier idioma. Incluye una descripción de diferentes tipos de tests y su idoneidad según los objetivos y recursos, cincuenta técnicas comentadas de evaluación oral, integra el sistema de puntuación en el proceso de diseño de tests y proporciona sugerencias para supervisarlos y mejorarlos una vez que se están utilizando.

Impact of family language and testing language on reading performance in a bilingual educational context

Resumen tomado de la publicaci??n

Teaching and testing for academic achievement : the role of language development /

"Spring 1991"--Cover.

English language learners and standardized testing in an urban senior high school

The primary purpose of this study was to examine the influences of literacy variables on high-stakes test performance including: (a) student achievement on the Metropolitan Achievement Test, Seventh Edition (MAT-7) as correlated to the high-stakes test such as the FCAT examination and (b) the English language proficiency attained by English Language Learners (ELL) students when participating in, or exiting from English Speakers of Other Languages (ESOL) program as determined by the Limited English Proficient (LEP) committee. ^ Two one-sample Chi-square tests were conducted to investigate the relationship between passing the MAT-7 Reading and Language examinations and the FCAT-SSS Reading Comprehension and FCAT-NRT examinations. In addition, 2x2 Analyses of Variance (ANOVAs) were conducted to address the relationship between the time ELL students spent in the ESOL program and the level of achievement on MAT-7 Reading and Language examinations and the FCAT-SSS Reading Comprehension and FCAT-NRT. ^ Findings of this study indicated that more ELL students exit the program based on the LEP committee decisions than by passing the MAT-7. The majority of ELL students failed the 10th grade FCAT, the passing of which is needed for graduation. A significant number of ELL students failed, even when passing the MAT-7 or being duly exited through the decision of the LEP committee. The data also indicated that ELL students who exited the ESOL program in six semesters or fewer had higher FCAT scores than those who exited the program in seven semesters or more. The MAT-7 and the decision of the LEP committee were shown to be ineffective as predictors of success on the FCAT. ^ Further research to determine the length of time a student in the ESOL program uses English to read, write, and speak should be conducted. Additionally, the development of a new assessment instrument to better predict student success should be considered. However, it should be noted that the results of this study are limited to the context in which it was conducted and does not warrant generalizations beyond that context. ^

Adaptation and validation into Portuguese language of the HIV Antibody Testing Attitude Scale

Objective. To culturally adapt and validate a version in European Portuguese language of the HIV Antibody Testing Attitude Scale. Methods. Study conducting a methodological investigation for the adaptation and validation of an attitude measurement instrument. The instrument translation and back-translation were performed. Then, a pre-test was conducted. The study used a sample of 317 subjects from the academic community - students, professors and other professionals - who were contacted in the campus. Ethical principles were observed. Results. Three analyses were conducted using the method of principal component analysis (PCA) with five, four and three factors. A three-factor solution was achieved, which presents 50.82% variance. In the analysis of inter-item correlation, values between -0.018 and 0.749 were observed. Internal consistency shows Cronbach’s alpha coefficients of 0.860 overall and between 0.865 and 0.659 in the three factors. Conclusion. The instrument version shows psychometric properties that allow its use in Portuguese-speaking countries.

Does gender make a difference? Gender-related fairness of high-stakes testing in A-level examinations in English as foreign language in the German state of North Rhine-Westphalia in the context of Educational Governance

The shift from decentralized to centralized A-level examinations (Abitur) was implemented in the German school system as a measure of Educational Governance in the last decade. This reform was mainly introduced with the intention of providing higher comparability of school examinations and student achievement as well as increasing fairness in school examinations. It is not known yet if these ambitious aims and functions of the new centralized examination format have been achieved and if fairer assessment can be guaranteed in terms of providing all students with the same opportunities to pass the examinations by allocating fair tests to different student subpopulations e.g., students of different background or gender. The research presented in this article deals with these questions and focuses on gender differences. It investigates gender-specific fairness of the test items in centralized Abitur examinations as high school exit examinations in Germany. The data are drawn from Abitur examinations in English (as a foreign language). Differential item functioning (DIF) analysis reveals that at least some parts of the examinations indicate gender inequality. (DIPF/Orig.)

A Generic Library for GUI Reasoning and Testing

Graphical user interfaces (GUIs) make software easy to use by providing the user with visual controls. Therefore, correctness of GUI's code is essential to the correct execution of the overall software. Models can help in the evaluation of interactive applications by allowing designers to concentrate on its more important aspects. This paper presents a generic model for language-independent reverse engineering of graphical user interface based applications, and we explore the integration of model-based testing techniques in our approach, thus allowing us to perform fault detection. A prototype tool has been constructed, which is already capable of deriving and testing a user interface behavioral model of applications written in Java/Swing.

Testing native speakers of German and Portuguese on the understanding of topological operators-line-region relations in gvSIG

Dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Science in Geospatial Technologies

Automated User Interface testing in Symbian Operating System

Tässä diplomityössä tutkitaan automatisoitua testausta ja käyttöliittymätestauksen tekemistä helpommaksi Symbian-käyttöjärjestelmässä. Työssä esitellään Symbian ja Symbian-sovelluskehityksessä kohdattavia haasteita. Lisäksi kerrotaan testausstrategioista ja -tavoista sekä automatisoidusta testaamisesta. Lopuksi esitetään työkalu, jolla testitapausten luominen toiminnalisuus- ja järjestelmätestaukseen tehdään helpommaksi. Graafiset käyttöliittymättuovat ainutlaatuisia haasteita ohjelmiston testaamiseen. Ne tehdään usein monimutkaisista komponenteista ja niitä suunnitellaan jatkuvasti uusiksi ohjelmistokehityksen aikana. Graafisten käyttöliittymien testaukseen käytetään usein kaappaus- ja toistotyökaluja. Käyttöliittymätestauksen testitapausten suunnittelu ja toteutus vaatii paljon panostusta. Koska graafiset käyttöliittymät muodostavat suuren osan koodista, voitaisiin säästää paljon resursseja tekemällä testitapausten luomisesta helpompaa. Käytännön osuudessa toteutettu projekti pyrkii tähän tekemällä testiskriptien luomisesta visuaalista. Näin ollen itse testien skriptikieltä ei tarvitse ymmärtää ja testien hahmottaminen on myös helpompaa.

TTCN testing of WCDMA base station operation and maintenance software

TTCN-kieltä käytetään testitapausten määrittelemiseen tietoliikennejärjestelmissä. Nykyään TTCN:stä on tullut yhä suositumpi tapa toteuttaa testitapauksia. TTCN tarjoaa hyvän ja yksinkertaisen tavan muuntaa käsin testattavat testitapaukset automatisoiduiksi. Tämän diplomityön yhteydessä toteutettiin TTCN testitapaukset WCDMA -tukiaseman käyttö- ja kunnossapito- (O&M) ohjelmistolle. Ohjelmistoa on käytetty myös toisen sukupolven tukiasemissa, mutta kolmannen sukupolven tukiasemissa sillä on huomattavasti isompi rooli. WCDMA -tukiasemassa O&M käsittelee muun muassa tukiaseman käynnistyksen, virhetilanteet ja valvoo tukiaseman komponentteja. Ensimmäisiä tehtäviä diplomityötä tehdessä oli valita ne testitapaukset, jotka olisivat mahdollisia ja hyödyllisiä toteuttaa TTCN:n avulla. Testitapaukset valittiin valmiina olleista testitapausten kuvauksista. Valitut testitapaukset toteutettiin käyttäen rinnakkaista ja modulaarista TTCN-kieltä ja testattiin WCDMA -tukiasemaa vasten käyttäen TTCN Tester ohjelmistoa. Tämän diplomityön yhteydessä toteutettuja testitapauksia käytetään varmistamaan, että tukiasema voi toipua erilaisista virhetilanteista O&M ohjelmiston avulla. Testitapauksia WCDMA -tukiasemaa vasten ajettaessa varmistetaan myös, että O&M ohjelmisto toimii määrittelyn mukaisesti eri tilanteissa. Toteutetut testi tapaukset korvaavat nykyään käsin testatut O&M testi tapaukset tukiaseman O&M ohjelmistoa testatessa. Automatisoidut testi tapaukset tekevät O&M ohjelmiston testaamisen merkittävästi nopeammaksi ja helpommaksi.

Applying TTCN to testing of Mobile IP

Diplomityö käsittelee ISO:n yhdenmukaisuustestin menetelmien sekä ISO-9646:n kehysten soveltamista Mobile IPv6 protokollan testauksessa. Mobile IPv6 protokollaa tarkastellaan määrittelyjen pohjalta, myös testien tärkeyttä ja tulosten johtamista käsitellään. Työssä käsitellän MSC:n (Message Sequence Charts) käyttöä testaustyössä mahdolliset edut huomioiden. TTCN kieli, testausmenetelmät ja OpenTTCN testauskone käsitellään. Testin kohteena olevien yhdyskäytävän ja palvelimen määrittelyt kuvataan. Osia abstract test suite :sta (ATS) esitellään esimerkin antamiseksi todellisesta sovelluksesta ja sen yhteydestä tehtyyn dokumenttiin.

Web Application Performance Testing

Web application performance testing is an emerging and important field of software engineering. As web applications become more commonplace and complex, the need for performance testing will only increase. This paper discusses common concepts, practices and tools that lie at the heart of web application performance testing. A pragmatic, hands-on approach is assumed where applicable; real-life examples of test tooling, execution and analysis are presented right next to the underpinning theory. At the client-side, web application performance is primarily driven by the amount of data transmitted over the wire. At the server-side, selection of programming language and platform, implementation complexity and configuration are the primary contributors to web application performance. Web application performance testing is an activity that requires delicate coordination between project stakeholders, developers, system administrators and testers in order to produce reliable and useful results. Proper test definition, execution, reporting and repeatable test results are of utmost importance. Open-source performance analysis tools such as Apache JMeter, Firebug and YSlow can be used to realise effective web application performance tests. A sample case study using these tools is presented in this paper. The sample application was found to perform poorly even under the moderate load incurred by the sample tests.