Investigating the Relationship between Test-Taker Background Characteristics and Test Performance in a Heterogeneous English-as-a-Second-Language (ESL) Test Population: A Factor Analytic Approach. Research Report. ETS RR-15-25

Autor/inn/en	Manna, Venessa F.; Yoo, Hanwook
Titel	Investigating the Relationship between Test-Taker Background Characteristics and Test Performance in a Heterogeneous English-as-a-Second-Language (ESL) Test Population: A Factor Analytic Approach. Research Report. ETS RR-15-25
Quelle	In: ETS Research Report Series, (2015), (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	English (Second Language); Factor Analysis; Language Tests; Student Characteristics; Second Language Learning; Reading Skills; Listening Skills; Speech Skills; Writing Skills; Language Proficiency; Effect Size; Questionnaires; Place of Residence; Foreign Countries; Statistical Analysis; Educational Attainment; Achievement; Africa; Asia; North America; South America; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Faktorenanalyse; Language test; Sprachtest; Zweitsprachenerwerb; Reading skill; Lesefertigkeit; Mündliche Leistung; Sprachfertigkeit; Writing skill; Schreibfertigkeit; Language skill; Language skills; Sprachkompetenz; Fragebogen; Wohnort; Ausland; Statistische Analyse; Bildungsabschluss; Bildungsgut; Performance; Leistung; Afrika; Asien; Nordamerika; Südamerika
Abstract	This study examined the heterogeneity in the English-as-a-second-language (ESL) test population by modeling the relationship between test-taker background characteristics and test performance as measured by the "TOEFL iBT"® using a confirmatory factor analysis (CFA) with covariate approach. The background characteristics studied included: (a) main reason for taking the TOEFL iBT test; (b) time spent studying English; (c) time spent attending a school, college, or university in which content classes were taught in English; and (d) lived in a country where English is the main language. The results indicated that at most levels of the background characteristics studied, there were statistically significant differences in the means of the four underlying latent factors (reading, listening, speaking, and writing) representing English-language proficiency (ELP). Overall, the effect size differences on the reading, listening, speaking, and writing latent factors among the levels for each of the background variables studied ranged from small to medium. The results of this study provide empirical evidence of the association and possible influence of test-taker background characteristics on the four underlying latent factors representing ELP and, thus, on test performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01