Does EFL Readers' Lexical and Grammatical Knowledge Predict Their Reading Ability? Insights from a Perceptron Artificial Neural Network Study

Autor/inn/en	Aryadoust, Vahid; Baghaei, Purya
Titel	Does EFL Readers' Lexical and Grammatical Knowledge Predict Their Reading Ability? Insights from a Perceptron Artificial Neural Network Study
Quelle	In: Educational Assessment, 21 (2016) 2, S.135-156 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2016.1166343
Schlagwörter	English (Second Language); Reading Comprehension; Lexicology; Grammar; Knowledge Level; Artificial Intelligence; Networks; Reading Tests; Psychometrics; Language Tests; Vocabulary; Item Response Theory; Classification; Academic Ability; Learning Theories; Multiple Regression Analysis; Accuracy; Correlation; Foreign Countries; Graduate Students; Second Language Learning; Iran (Tehran); Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Leseverstehen; Lexikologie; Grammatik; Wissensbasis; Künstliche Intelligenz; Lesetest; Psychometry; Psychometrie; Language test; Sprachtest; Wortschatz; Item-Response-Theorie; Classification system; Klassifikation; Klassifikationssystem; Learning theory; Lerntheorie; Korrelation; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Zweitsprachenerwerb
Abstract	This study aims to examine the relationship between reading comprehension and lexical and grammatical knowledge among English as a foreign language students by using an Artificial Neural Network (ANN). There were 825 test takers administered both a second-language reading test and a set of psychometrically validated grammar and vocabulary tests. Next, their reading, grammar, and vocabulary abilities were estimated by the Rasch model. A multilayer ANN was used to classify low- and high-ability readers based on their grammar and vocabulary measures. ANN accurately classified approximately 78% of readers with reference to their vocabulary and grammar knowledge. This finding is consistent with the cognitive theories of reading that treat the lexical and grammatical knowledge of learners as a major factor in distinguishing poor from competent readers. The study also confirmed previous research in finding that vocabulary knowledge was associated with reading comprehension more strongly than grammatical knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01