This classroom-based study employs a mixed-methods approach to exploring both short-term and long-term effects of Criterion feedback on ESL students' development of grammatical accuracy. The results of multilevel growth modeling indicate that Criterion feedback helps students in both intermediate-high and advanced-low levels reduce errors in eight…

Genre serves as a useful lens to investigate the range of evidence derived from automated writing evaluation (AWE). To support construct-relevant systems used for writing instruction and assessment, two investigations were conducted that focused on postsecondary writing requirements and faculty perceptions of student writing proficiency. Survey…

This study investigated the application of "WriteToLearn" on Chinese undergraduate English majors' essays in terms of its scoring ability and the accuracy of its error feedback. Participants were 163 second-year English majors from a university located in Sichuan province who wrote 326 essays from two writing prompts. Each paper was…

This study examines how technology is perceived by different stakeholder groups in The Language Flagship programs. We administered questionnaires to three stakeholder groups: 14 directors, 34 instructors, and 100 learners at a variety of institutions with three goals: (a) to investigate what technologies the directors, instructors, and learners…

This study utilized a theory proposed by Mohan, Slater, Luo, and Jaipal (2002) regarding the Developmental Path of Cause to investigate AWE score use in classroom contexts. This "path" has the potential to support validity arguments because it suggests how causal linguistic features can be organized in hierarchical order. Utilization of…

In the listening component of the IELTS examination candidates hear the input once, delivered at "normal" speed. This format for listening can be problematic for test takers who often perceive normal speed input to be too fast for effective comprehension. The study reported here investigated whether using computer software to slow down…

This study examined the use of automatic speech recognition (ASR) scored elicited oral response (EOR) tests to assess the speaking ability of English language learners. It also examined the relationship between ASR-scored EOR and other language proficiency measures and the ability of the ASR to rate speakers without bias to gender or native…

Evaluates one of the first operational computerized-adaptive English-as-a-second-language tests in the United States, showing an overwhelmingly positive student reaction to the tests and higher effectiveness than conventional paper-and-pencil tests. (Author/CB)

Computer adaptive language testing (CALT) offers a variety of advantages; however, since CALT cannot test the multidimensional nature of language, it does not assess communicative/functional language. This article proposes to replace multiple choice and cloze formats and to apply CALT to live-action simulations. (18 references) (LB)

Defines computer assisted language testing (CALT), discusses the various processes involved, outlines the advantages and disadvantages, and examines psychometric aspects of computer testing. A table of factors distinguishes between test content and the mechanics of test taking. These factors constitute a table for developing a CALT checklist. (24…

Analyzes results of a previous study on speech recognition (SR) technology for its ability to distinguish between native- and nonnative English speakers. The current study concludes that SR technology has potential for testing the oral proficiency of English-as-a-Second-Language students.(ER)

This study investigated a computerized version of the mini-AMTB, a brief form of the Attitude Motivation Test Battery, in CALL. Students in first-year French classes participating in a 10-session independent-study multimedia lab completed the computerized mini-AMTB at the beginning of the fifth and tenth sessions and evaluated their state…