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…

This article begins by situating modern-day second language acquisition (SLA) research in a historical context, tracing its evolution from cognitive to social to sociocognitive accounts. Next, the influence of the zeitgeist is considered. In this era of rapid change and turmoil, there are both perils and opportunities afforded by globalization. In…

A series of issues are highlighted that focus on the specific aspects of language testing terminology, the importance of context to purpose, the concept of sustainability, computer adaptive testing, adapting assessment to the learner, and assessment of meaning. (JL)

This article reports on the Pittsburgh Public Schools Oral Ratings Assessment for Language Students (PPS ORALS) project, a Title VI Foreign Language Assistance Program grant-funded project to create an online testing Software program that makes large-scale oral testing in a world language not only feasible, but also easy to create, administer, and…

Discusses the merits of a practice examination modeled after the final examination administered in German classes at the University of Nebraska. (RL)

Suggests that giving students two copies of a language test allows the student the opportunity to check his answers, know his results immediately, and possibly add points to his original score through self-correction. (CHK)

In spite of new methodologies in foreign language instruction, much testing is still of the traditional type. Paper and pencil tests are given, testing in exactly the same way the teachers themselves were tested. This article suggests 25 points for language teachers on all levels. (Author/PJM)

This article examines the effects of some of the testing procedures used in current second-language reading research on learners' performance on these tasks and suggests guidelines for developing future research instruments and classroom reading comprehension tests. (Contains 40 references.) (VWL)

Examined qualitative data available on block scheduling and foreign language learning and conducted a study wherein end-of-course tests were administered in listening, speaking, reading, and writing to 60 classes of students in French I. Results are discussed. (Author/VWL)

Examines recent research on teaching culture in the foreign language classroom. Proposes a model for culture teaching that responds to a clearer definition of cultural proficiency. Focuses on classroom testing and proficiency assessment. (Author/VWL)

Testing issues and concerns that should receive renewed and increased professional attention are highlighted. These include curriculum concerns, developmental matters; generalizability, content and format considerations, contextualization issues, and technology concerns. (JL)

Examines the need to keep constant the optic, the framework within which AEI definitions are written. Both the Interagency Language Roundtable Language Skill Level Descriptions and the American Council on the Teaching of Foreign Languages guidelines are revised and more fully specified. (Author/JL)

Discusses using students' native language (L1) versus second language in testing instruments for reading comprehension in the second language (L2) classroom. Students of college-level Spanish were tested under different conditions involving combinations of the L1 and L2. Suggests using open-ended reading comprehension tests if some questions are…

The ACTFL oral proficiency interview (OPI) and the Interagency Language Roundtable (ILR) scale provide both a testing method and a set of rating factors for evaluating proficiency. Both are closely related to actual language tasks identified as critical for government employees. Over time, the scale has been expanded to include four skills, a…