From Pen to Pixel: Rethinking English Language Proficiency Admissions Assessments in the Digital Era.
Saved in:
| Title: | From Pen to Pixel: Rethinking English Language Proficiency Admissions Assessments in the Digital Era. |
|---|---|
| Authors: | Cardwell, Ramsey1 englishtest-research@duolingo.com, Naismith, Ben1, Burstein, Jill1, Nydick, Steven1, Goodwin, Sarah1, Verardi, Anthony1 |
| Source: | CALICO Journal. 2024, Vol. 41 Issue 2, p209-234. 32p. |
| Subject Terms: | *Language ability, *Academic language, *Foreign students, *Student response systems, English language, Digital technology, Linguistic landscapes |
| Abstract: | The use of digital technologies in higher education is continually increasing, leading to changes in language use and presumably altering the language skills needed for academic studies. However, scores from high-stakes English language proficiency (ELP) tests used in postsecondary admissions only ensure the prerequisite level of traditional English skills (reading, writing, listening, and speaking). Such tests generally do not directly assess technology-mediated language skills (e.g., using online dictionaries and communicating via text message) that likely facilitate successful degree completion for international students. We present results from a needs analysis survey to re-evaluate the English-medium postsecondary linguistic landscape (i.e., update the target language use domain description), to inform ELP admissions tests. We specifically investigate international student (n = 379) and disciplinary instructor (n = 427) perceptions of the importance and frequency of technology-mediated language skills. Results show that student and instructor responses differ on certain technology-mediated skills, such as typing on a smartphone, underscoring the need to consider diverse perspectives in domain analysis research. Findings may inform how digital ELP admissions tests are developed, and how English for academic purposes curricula are designed, in order to better align test/classroom tasks with the academic language skills postsecondary students need. [ABSTRACT FROM AUTHOR] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 178080331 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: From Pen to Pixel: Rethinking English Language Proficiency Admissions Assessments in the Digital Era. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cardwell%2C+Ramsey%22">Cardwell, Ramsey</searchLink><relatesTo>1</relatesTo><i> englishtest-research@duolingo.com</i><br /><searchLink fieldCode="AR" term="%22Naismith%2C+Ben%22">Naismith, Ben</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Burstein%2C+Jill%22">Burstein, Jill</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Nydick%2C+Steven%22">Nydick, Steven</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Goodwin%2C+Sarah%22">Goodwin, Sarah</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Verardi%2C+Anthony%22">Verardi, Anthony</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2024, Vol. 41 Issue 2, p209-234. 32p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+language%22">Academic language</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+students%22">Foreign students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+response+systems%22">Student response systems</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+landscapes%22">Linguistic landscapes</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The use of digital technologies in higher education is continually increasing, leading to changes in language use and presumably altering the language skills needed for academic studies. However, scores from high-stakes English language proficiency (ELP) tests used in postsecondary admissions only ensure the prerequisite level of traditional English skills (reading, writing, listening, and speaking). Such tests generally do not directly assess technology-mediated language skills (e.g., using online dictionaries and communicating via text message) that likely facilitate successful degree completion for international students. We present results from a needs analysis survey to re-evaluate the English-medium postsecondary linguistic landscape (i.e., update the target language use domain description), to inform ELP admissions tests. We specifically investigate international student (n = 379) and disciplinary instructor (n = 427) perceptions of the importance and frequency of technology-mediated language skills. Results show that student and instructor responses differ on certain technology-mediated skills, such as typing on a smartphone, underscoring the need to consider diverse perspectives in domain analysis research. Findings may inform how digital ELP admissions tests are developed, and how English for academic purposes curricula are designed, in order to better align test/classroom tasks with the academic language skills postsecondary students need. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178080331 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/cj.27104 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 32 StartPage: 209 Subjects: – SubjectFull: Language ability Type: general – SubjectFull: Academic language Type: general – SubjectFull: Foreign students Type: general – SubjectFull: Student response systems Type: general – SubjectFull: English language Type: general – SubjectFull: Digital technology Type: general – SubjectFull: Linguistic landscapes Type: general Titles: – TitleFull: From Pen to Pixel: Rethinking English Language Proficiency Admissions Assessments in the Digital Era. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cardwell, Ramsey – PersonEntity: Name: NameFull: Naismith, Ben – PersonEntity: Name: NameFull: Burstein, Jill – PersonEntity: Name: NameFull: Nydick, Steven – PersonEntity: Name: NameFull: Goodwin, Sarah – PersonEntity: Name: NameFull: Verardi, Anthony IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 07427778 Numbering: – Type: volume Value: 41 – Type: issue Value: 2 Titles: – TitleFull: CALICO Journal Type: main |
| ResultId | 1 |
