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Direct linkTroy L. Cox; Gregory L. Thompson; Steven S. Stokes – Foreign Language Annals, 2025
This study investigated the differences between the ACTFL Oral Proficiency Interview (OPI) and the ACTFL Oral Proficiency Interview - Computer (OPIc) among Spanish learners at a U.S. university. Participants (N = 154) were randomly assigned to take both tests in a counterbalanced order to mitigate test order effects. Data were analyzed using an…
Descriptors: Oral Language, Language Proficiency, Interviews, Computer Uses in Education
Katrina Fulcher-Rood; Anny Castilla-Earls – Language, Speech, and Hearing Services in Schools, 2023
Purpose: The purpose of this study was to compare child language assessment practices of speech-language pathologists (SLPs) working in school and non-school settings to determine if their place of employment impacts the diagnostic decision-making process. Method: School-based SLPs (e.g., direct service providers employed in preschool and/or K-12…
Descriptors: Child Language, Speech Language Pathology, Language Tests, Allied Health Personnel
Mehdi Mehranirad; Nahid Basafa; Reza Zabihi – Early Child Development and Care, 2024
The present study aimed to examine the effect of activity engagement, age, language proficiency, and time elapse on children's response accuracy to adult's questions. A total of 70, 3- to 6-year-old children participated in the study, engaging in a story-telling activity, a proficiency test, and two interviews. Additionally, 57 of these children…
Descriptors: Accuracy, Language Proficiency, Age Differences, Reaction Time
Download full textTim Stoeckel; Tomoko Ishii – Vocabulary Learning and Instruction, 2024
In an upcoming coverage-comprehension study, we plan to assess learners' meaning-recall knowledge of words as they occur in the study's reading passage. As several meaning-recall test formats exist, the purpose of this small-scale study (N = 10) was to determine which of three formats was most similar to a criterion interview regarding mean score…
Descriptors: Vocabulary Development, Language Tests, Second Language Learning, Classification
Qi Zheng – ProQuest LLC, 2022
Language is inherently variable, and learner language is particularly variable. The variationist paradigm considers learner language a heterogeneously variable yet inherently rule-governed system. Specifically, learners' alternation between native-like and nonnative-like variants of a variable or invariable target native speaker (NS) form…
Descriptors: Interlanguage, Second Language Instruction, Second Language Learning, Morphology (Languages)
