in recent years, a number of large-scale writing assessments (e.g., toefl ibt) have employed integrated writing tests to measure test takers’ academic writing ability. using a quantitative method, the current study examined how written textual features and use of source material(s) varied across two types of text-based integrated writing tasks (i.e., listening-to-write vs. reading-to-write) and...

The present study was an attempt, in the first place, to find out whether there is any relationship between Iranian EFL learners' multiple intelligences and their language proficiency. The second objective was to explore whether one of intelligences or combination of intelligences are predictors of language proficiency. To this end, 228 subjects of this study were chosen from among 280 English ...

abstractwriting and speaking are the productive skills of a language and share similar components. however, there has been little attempt to investigate the impact of writing practice on the speaking proficiency of the learners. the present study using a pretest-posttest controlled group design in a quasi-experimental approach investigated the effect of guided writing practice on the speaking p...

In this paper we explore to what extent the difficulty of listening items in an English language proficiency test can be predicted by the textual properties of the item text. We show that a system based on multiple text complexity features can predict item difficulty for several different item types and for some items achieves higher accuracy than human estimates of item difficulty.

This paper presents an analysis of differences in human transcriptions of non-native spontaneous speech on a word level, collected in the context of an English Proficiency Test. While transcribers of native speech typically agree at a very high level (5% word error rate or less), this study finds substantially higher disagreement rates between transcribers of non-native speech (10%-34% word

Recent work suggests that people think more systematically when using a second language because second languages are less automatic or emotionally valenced. Here, we use a different population (from India) to further investigate this possibility. We also test whether nuanced factors like language proficiency, usage context, and age of acquisition affect the degree to which people show a foreign...