Empirical evidence on English subskills approval, between sexes and face to face/on line tests in a not anglophone higher education institution

Titolo Rivista CADMO
Autori/Curatori Blanca Estela Gutiérrez-Barba, Alejandro Emanuelle Menéndez
Anno di pubblicazione 2022 Fascicolo 2021/2
Lingua Inglese Numero pagine 14 P. 32-45 Dimensione file 210 KB
DOI 10.3280/CAD2021-002004
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit. Acquista Download Credits per scaricare questo Articolo in formato PDF

Anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

Since 2017, The National Polytechnic Institute (IPN) in México started requiring proof of competence of A1 English abilities in cases of specialties, two B1 abilities in cases of master’s degrees, and three abilities in cases of doctorate programs as part of its graduate admission process.(it means competence in any of the language abilities). This vagueness motivated this investigation; it is based on the results of the English institutional exam from 2016-2019. We studied data using Pearson correlation, ANOVA, and Main Components Analysis. We found a higher average score for listening comprehension and lower performance on writing; reading comprehension explains 56.08% of the overall language dominance. Even we found some novel differences for speaking and writing among genders, we did not find conclusive differences among online tests - face to face tests. The speaking and the writing show the highest correlation. We outlined some suggestions for English admission requirements.

Keywords:graduate admission, English for academic purpose, higher education institutions policies, nonnative speakers.

  1. Anastasiou, D, Michail, D. (2013), “Exploring discourse between self-efficacy and writing performance among low-literate adult students”, Learning Disabilities: A Contemporary Journal, 11, pp. 53-87.
  2. Aryadoust, V. (2020), “Measurement invariance across information and communication technology development index and gender: The case of the Pearson Test of English Academic Reading”, Studies in Educational Evaluation, 64, 100813.
  3. Atai, M.R., Karimi, M.N., Asadnia, F. (2018), “Conceptions of Research Publication among Iranian Doctoral Students of Applied Linguistics: Cherish the Wish to Publish or Rush to Perish”, Iranian Journal of Applied Linguistics, 21 (1), pp. 29-65.
  4. Atai, M.R., Taherkhani, R. (2018), “Exploring the cognitions and practices of Iranian EAP teachers in teaching the four language skills”, Journal of English for Academic Purposes, 36, pp. 108-118.
  5. Bagatur, S. (2016), “The Perceptions of EFL Prep School Students on their Listening Skills: A Quantitative Study”, Procedia – Social and Behavioral Sciences, 232, pp. 806-812.
  6. Bahrami, V., Hosseini, M., Atai, M.R. (2019), “Exploring research-informed practice in English for academic purposes: A narrative study”, English for Specific Purposes, 54, pp. 152-165.
  7. Barkaoui, K. (2014), “Quantitative approaches for analyzing longitudinal data in second language research”, Annual Review of Applied Linguistics, 34, pp. 65-101.
  8. Barnett, W.S., Yarosz, D.J., Thomas, J.H., Jung, K., Blanco, D. (2007), “Two-way monolingual English immersion in preschool education: An experimental comparison”, Early Childhood Research Quarterly, 22, pp. 277-293.
  9. Bitan, T., Cheon, J., Lu, D., Burman, D.D., Gitelman, D.R., Mesulam, M-M., Booth, J.R. (2007), “Developmental changes in activation and effective connectivity in phonological processing”, NeuroImage, 38, pp. 564-575.
  10. Breeze, R., Dafouz, E. (2017), “Constructing complex Cognitive Discourse Functions in higher education: An exploratory study of exam answers in Spanish- and English-medium instruction settings”, System, 70, pp. 81-91.
  11. Bressani, R.V., Downs, A.C. (2002), “Youth independent living assessment: testing the equivalence of web and paper/pencil versions of the Ansell–Casey Life Skills Assessment”, Computers in Human Behavior, 18, 453-464.
  12. Brunfaut, T., Harding, L., Batty, A.O. (2018), “Going online: The effect of mode of delivery on performances and perceptions on an English L2 writing test suite”, Assessing Writing, 36, pp. 3-18.
  13. Burns, A., Siegel, J. (2018), Teaching the Four Language Skills: Themes and Issues. In A. Burns, J. Siegel (Eds), International Perspectives on Teaching the Four Skills In ELT, listening, Speaking, Reading, Writing. Switzerland: Palgrave McMillan, pp. 1-17.
  14. Cao, F., Wang, Z., Sussman, B.L., Yan, X., Spray, G.J., Rios, V. (2019), “L1 Reading Experience Influences L2 Lexical Learning: Spanish Learning in Chinese Speakers and English Speakers”, Neuroscience, 416, pp. 255-267.
  15. Chan, J.Y.C., Kwong, J.S.W., Wong, A., Kwok, T.C. Y., Tsoi, K.K. F. (2018), “Comparison of Computerized and Paper-and-Pencil Memory Tests in Detection of Mild Cognitive Impairment and Dementia: A Systematic Review and Meta-analysis of Diagnostic Studies”, Journal of American Medical Directors Association, 19 (9) pp. 1-9.
  16. Chen, H.Y., Chuang, C.H. (2012), “The learning effectiveness of nursing students using online testing as an assistant tool: A cluster randomized controlled trial”, Nurse Education Today, 32, pp. 208-213.
  17. Chen, K.G., Jang, S.J. (2010), “Motivation in online learning: Testing a model of self-determination theory”, Computers in Human Behavior, 26, pp. 741-752.
  18. Chien, S.Y., Hwang, G.J., Jong, M.C.Y. (2020), “Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions”, Computers & Education, 146, p. 103751.
  19. Crismán Pérez, R. (2015), “La influencia de las variables diastráticas sexo, edad y nivel sociocultural en el nivel de conocimiento del plano morfológico de la lengua española en la educación secundaria obligatoria”. En Y. Morimoto, M.V. Pavón Lucero, R. Santamaría Martínez (Eds), Student focus Teaching of Spanish as foreing language. Madrid: Asociación para la enseñanza del español como lengua extranjera, pp 295-304.
  20. Cummins, J. (2008), BICS and CALP: Empirical and theoretical status of the distinction. En B. Street, N.H. Hornberger (Eds), Encyclopedia of Language and Education, vol. 2: Literacy. New York: Springer, 2nd ed., pp. 71-83.
  21. Debatin, T., Harder, B., Ziegler, A. (2019), “Does fluid intelligence facilitate the learning of English as a foreign language? A longitudinal latent growth curve analysis”, Learning and Individual Differences, 70, pp. 121-129.
  22. De-Siqueira, J.M., Peris-Fajarnes, G., Gimenez, F., Magal-Royo, T. (2009), “Spanish students and teachers’ preferences towards computer-based and paper-and-pencil tests at universities”, Procedia Social and Behavioral Sciences, 1, pp. 814-817.
  23. Duff, P.A. (2010), “Language Socialization into Academic Discourse Communities”, Annual Review of Applied Linguistics, 30, pp. 169-192.
  24. Fasugba, O., Mitchell, B.G., Beckingham, W., Bennett, N., Gardner, A. (2017), “Point prevalence surveys of healthcare-associated urinary tract infections: Development, pilot testing and evaluation of face-to-face and online educational packages”, Infection, Disease & Health, 22, pp. 187-194.
  25. Gallagher, A., Bridgeman, B., Cahalan, C. (2002), “The effect of computer based tests on racial-ethnic and gender groups”, Journal of Educational Measurement, 39, pp. 133-147.
  26. Gough, P.B., Tunmer, W.E. (1986), “Decoding, reading, and reading disability”, Remedial and Special Education, 7, pp. 6-10.
  27. Grieve, R., de Groot, H.T. (2011), “Does online psychological test administration facilitate faking?”, Computers in Human Behavior, 27, pp. 2386-2391.
  28. Halpern, D.F. (2000), Sex differences in cognitive abilities. Mahwah: Lawrence Erlbaum Associates.
  29. Hannon, B. (2014), “Are there gender differences in the cognitive components of adult reading comprehension?”, Learning and Individual Differences, 32, pp. 69-79.
  30. Hough, M.S., Daniel, H.J., Snow, M.A., O’Brien, K.F., Hume, W.G. (1994), “Gender Differences in Laterality Patterns for Speaking and Singing”, Neuropsychologia, 32 (9), pp. 1067-1078.
  31. Hyland, K. (2011), “Projecting an academic identity in some reflective genres”, Iberica, 21, pp. 9-30.
  32. Hyland, K. (2016), “Academic publishing and the myth of linguistic injustice”, Journal of Second Language Writing, 31, pp. 58-59.
  33. Ishikawa, Y. (2015), “Gender Differences in Vocabulary Use in Essay Writing by University Students”, Procedia – Social and Behavioral Sciences, 192, pp. 593-600.
  34. Kalantzis, M., Cope, B. (2008), Language Education and Multiliteracies. Introduction: Initial Development of the “Multiliteracies” Concept. In E. Shohamy, N.H. Hornberger (Eds), Encyclopedia of Language and Education. New York: Springer Science+Business Media LLC, pp. 195-211.
  35. Kaufhold, K., McGrath, L. (2019), “Revisiting the role of ‘discipline’ in writing for publication in two social sciences”, Journal of English for Academic Purposes, 40, pp. 115-128.
  36. Ke, I.C., Cahyani, H. (2014), “Learning to become users of English as a Lingua Franca (ELF): How ELF online communication affects Taiwanese learners’ beliefs of English”, System, 46, pp. 28-38.
  37. Keller, S.D., Fleckensteina, J., Krügera, M., Köller, O., Rupp, A.A. (2020), “English writing skills of students in upper secondary education: Results from an empirical study in Switzerland and Germany”, Journal of Second Language Writing, 100420.
  38. Kozaki, Y., Ross, S.J. (2011), “Contextual Dynamics in Foreign Language Learning Motivation”, Language Learning, 61 (4), pp. 1348-1354.
  39. Kubota, R. (2003), “New approaches to gender, class, and race in second language writing”, Journal of Second Language Writing, 12, pp. 31-47.
  40. Lau, K., Gardner, D. (2019), “Disciplinary variations in learning styles and preferences: Implications for the provision of academic English”, System, 80, pp. 257-268.
  41. Lau, S., Cheung, P.C. (2010), “Creativity assessment: Comparability of the electronic and paper-and-pencil versions of the Wallach-Kogan Creativity Tests”, Thinking Skills and Creativity, 5, pp. 101-107.
  42. Lee, M.L. (2012), “A Study of the Selection of Reading Strategies among Genders by EFL College Students”, Procedia – Social and Behavioral Sciences, 64, pp. 310-319.
  43. Linck, J.A., Hughes, M.M., Campbell, S.G., Silbert, N.H., Tare, M., Jackson, S.R., Smith, B.K., Bunting, M.F., Doughty, C.J. (2013), “Hi-LAB: A New Measure of Aptitude for High-Level Language Proficiency”, Language Learning, 63 (3), pp. 530-566.
  44. Lu, Y.L. (2020), “How do nurses acquire English medical discourse ability in nursing practice? Exploring nurses’ medical discourse learning journeys and related identity construction”, Nurse Education Today, 85, 104301.
  45. Lukic, S., Thompson, C.K., Barbieri, E., Chiappetta, B., Bonakdorpour, B., Kiran, S., Rapp, B., Parrish, T.B., Caplan, D. (2021), “Common and distinct neural substrates of sentences production and comprehension”, NeuroImage, 117374.
  46. Mascheretti, S., Perdue, M.V., Feng, B., Andreola, C., Dionne, G., Jasińska, K.K., Pugh, K.R., Grigorenko, E.L., Landi, N. (2021), “From BDNF to reading: Neural activation and phonological processing as multiple mediators”, Behavioural Brain Research, 396, p. 112859.
  47. Mercer, N., Warwick, P., Ahmed, A. (2017), “An oracy assessment toolkit: Linking research and development in the assessment of students’ spoken language skills at age 11-12”, Learning and Instruction, 48, pp. 51-60.
  48. Millot, P. (2017), “Inclusivity and exclusivity in English as a Business Lingua Franca: The expression of a professional voice in email communication”, English for Specific Purpose, 46, pp. 59-71.
  49. Östürk, G., Gürbuz, N. (2013). “The impact of gender on foreign language speaking anxiety and motivation”, Procedia – Social and Behavioral Sciences, 70, pp. 654-665.
  50. Pae, K.P., Greenberg, D. (2014), “The Relationship Between Receptive and Expressive Subskills of Academic L2 Proficiency in Nonnative Speakers of English: A Multigroup Approach”, Reading Psychology, 35 (3), pp. 221-259.
  51. Pavlenko, A., Piller, I. (2008), Language education and Gender. Introduction. In: E. Shohamy, N.H. Hornberger (Eds), Encyclopedia of Language and Education. New York: Springer Science+Business Media LLC, pp 57-69.
  52. Preiss, D.D., Castillo, J.C., Flotts, P., San Martín, E. (2013), “Assessment of argumentative writing and critical thinking in higher 2 education: Educational correlates and gender differences”, Learning and Individual Differences, 28, pp. 193-203.
  53. Robson, J., Francis, B., Read, B. (2004), “Gender, student confidence and communicative styles at university: the views of lecturers in history and psychology”, Studies in Higher Education, 29 (1), pp. 7-23.
  54. Roldán Ruiz, J.C. (2012), La inmersión del inglés en la educación en España y el Marco Común Europeo de referencia para las lenguas, tesis, Universidad Internacional de la Rioja.
  55. Sawaki, Y. (2007), “Construct validation of analytic rating scales in a speaking assessment: Reporting a score profile and a composite”, Language Testing, 24, p. 355.
  56. Sawaki, Y., Nissan, S. (2009), TOEFL iBT Research Report Criterion-Related Validity of the TOEFL iBT Listening Section, -- https://onlinelibrary.wiley.com/doi/10.1002/j.2333-8504.2009.tb02159.x.
  57. Schoonen, R. (2019), “Are reading and writing building on the same skills? The relationship between reading and writing in L1 and EFL”, Reading and Writing, 32, pp. 511-535.
  58. Sepehrbrand, F., Lynch, K.M., Cabeen, R.P., González-Zacarías, C., Zhao, L., D’Arcy, M., Kesselman, C., Herting, M.M., Dinov, I.D., Toga, A.W., Clark, K.A. (2018), “Neuroanatomical morphometric characterization of sex differences in youth using statistical learning”, NeuroImage, 172, pp. 217-227.
  59. Shohamy, E. (2008), Introduction to Volume 7: Language Testing and Assessment. In E. Shohamy, N.H. Hornberger (Eds), Encyclopedia of Language and Education. New York: Springer Science+Business Media LLC, pp. XIII-XXII.
  60. Siegel, J., Burns, A. (2018), Future Directions for the Four Skills. In A. Burns, J. Siegel (Eds), International Perspectives on Teaching the four skills in ELT, listening, Speaking, Reading, Writing. Switzerland: Palgrave- McMillan, pp. 249-254.
  61. Sun, T., Wang, C., (2020), “College students’ writing self-efficacy and writing self regulated learning strategies in learning English as a foreign language”, System, 102221.
  62. TOEFL iBT (2017), Test and Score Data, https://www.ets.org/s/toefl/pdf/94227_unlweb.pdf.
  63. TOEFL IBT (2018), Test and Score Data, -- https://www.ets.org/s/toefl_itp/pdf/toefl-itp-test-score-data-2018.pdf.
  64. Vigneau, M., Beaucousin, V., Hervé, P.Y., Duff, H., Crivello, F., Houdé, O., Mazoyer, B., Tzourio-Mazoyer, N. (2006), “Meta-analyzing left hemisphere language areas: Phonology, semantics, and sentence processing. Review”, NeuroImage, 30, pp. 1414-1432.
  65. Yoo, H., Manna, V.F. (2015), “Measuring English language workplace proficiency across subgroups: Using CFA models to validate test score interpretation”, Language Testing, pp. 1-26.
  66. Yu, H., Xu, S., Xiao, T. (2018), “Is there Lingua Franca in informal scientific communication? Evidence from language distribution of scientific tweets”, Journal of Informetrics, 12, pp. 605-617.
  67. Weigold A., Weigold I.K., Natera S.N. (2018), “Mean scores for self-report surveys completed using paper-and-pencil and computers: A meta-analytic test of equivalence”, Computers in Human Behavior, 86, pp. 153-164.
  68. Zhang, Y.Y., Guo, H. (2013), “A study of English writing and domain-specific motivation and self-efficacy of Chinese EFL learners”, Journal of Pan-Pacific Association of Applied Linguistics, 16 (2), pp. 103-123.
  69. Zhang, Y.P., Liu, L.M. (2018), “Using Computer Speech Recognition Technology to Evaluate Spoken English”, Educational Sciences: Theory & Practice, 18 (5), pp. 1341-1350.
  70. Zheng, C., Liang, J C., Li, M., Tsai, C.C. (2018), “The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach”, System, 76, pp. 144-157.

Blanca Estela Gutiérrez-Barba, Alejandro Emanuelle Menéndez, Empirical evidence on English subskills approval, between sexes and face to face/on line tests in a not anglophone higher education institution in "CADMO" 2/2021, pp 32-45, DOI: 10.3280/CAD2021-002004