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Using the ACTFL OPIc to Assess Proficiency and Monitor Progress in a Tertiary Foreign Languages Program

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Title: Using the ACTFL OPIc to Assess Proficiency and Monitor Progress in a Tertiary Foreign Languages Program
Language: English
Authors: Isbell, Daniel R. (ORCID 0000-0001-5850-8809), Winke, Paula, Gass, Susan M.
Source: Language Testing. Jul 2019 36(3):439-465.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2019
Sponsoring Agency: National Security Education Program (NSEP)
Contract Number: 0054MSU22PI280PO2
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Oral Language, Language Proficiency, Second Language Learning, Language Tests, French, Spanish, Russian, Learning Experience, Learning Motivation, Chinese, Second Language Instruction, Scores, Computer Assisted Testing, Student Characteristics, Longitudinal Studies, College Students, Program Evaluation
Assessment and Survey Identifiers: ACTFL Oral Proficiency Interview
DOI: 10.1177/0265532218798139
ISSN: 0265-5322
Abstract: Language tests are useful for many purposes, including monitoring language learning progress and evaluating language programs. This study investigated the interpretations and usefulness of the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview -- Computer (OPIc) scores across four languages at a large US public university, focusing on (1) the influence of learner backgrounds on oral proficiency variation and growth and (2) patterns in growth across languages. Two years of OPIc score data from 814 students studying Chinese (n = 143), French (n = 251), Spanish (n = 374), and Russian (n = 46) were collected, together with survey data on language learning experiences and motivation. Each participant had two to four OPIc scores. A growth curve analysis using mixed-effect modeling revealed that language learning experience and motivation explained approximately 43% of variation in initial proficiency and 23% of variation in rates of change over time. The target language had no unique effects on initial proficiency or change over time. On average, learners gained roughly one-third of an ACTFL sublevel per semester of study (while controlling for differences in their backgrounds). Findings are informative for appropriate interpretations and uses of OPIc scores in tertiary educational settings, but also question individual growth-tracking suitability on a semester-by-semester basis.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1219446
Database: ERIC
FullText Text:
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  Data: Using the ACTFL OPIc to Assess Proficiency and Monitor Progress in a Tertiary Foreign Languages Program
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  Data: <searchLink fieldCode="AR" term="%22Isbell%2C+Daniel+R%2E%22">Isbell, Daniel R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5850-8809">0000-0001-5850-8809</externalLink>)<br /><searchLink fieldCode="AR" term="%22Winke%2C+Paula%22">Winke, Paula</searchLink><br /><searchLink fieldCode="AR" term="%22Gass%2C+Susan+M%2E%22">Gass, Susan M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Testing%22"><i>Language Testing</i></searchLink>. Jul 2019 36(3):439-465.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 27
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  Data: 2019
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  Data: National Security Education Program (NSEP)
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  Data: 0054MSU22PI280PO2
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Russian%22">Russian</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22ACTFL+Oral+Proficiency+Interview%22">ACTFL Oral Proficiency Interview</searchLink>
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  Data: 10.1177/0265532218798139
– Name: ISSN
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  Data: 0265-5322
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Language tests are useful for many purposes, including monitoring language learning progress and evaluating language programs. This study investigated the interpretations and usefulness of the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview -- Computer (OPIc) scores across four languages at a large US public university, focusing on (1) the influence of learner backgrounds on oral proficiency variation and growth and (2) patterns in growth across languages. Two years of OPIc score data from 814 students studying Chinese (n = 143), French (n = 251), Spanish (n = 374), and Russian (n = 46) were collected, together with survey data on language learning experiences and motivation. Each participant had two to four OPIc scores. A growth curve analysis using mixed-effect modeling revealed that language learning experience and motivation explained approximately 43% of variation in initial proficiency and 23% of variation in rates of change over time. The target language had no unique effects on initial proficiency or change over time. On average, learners gained roughly one-third of an ACTFL sublevel per semester of study (while controlling for differences in their backgrounds). Findings are informative for appropriate interpretations and uses of OPIc scores in tertiary educational settings, but also question individual growth-tracking suitability on a semester-by-semester basis.
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  Data: As Provided
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  Data: 2019
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  Data: EJ1219446
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        Value: 10.1177/0265532218798139
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      – Text: English
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        PageCount: 27
        StartPage: 439
    Subjects:
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Language Tests
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      – SubjectFull: College Students
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      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: ACTFL Oral Proficiency Interview
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      – TitleFull: Using the ACTFL OPIc to Assess Proficiency and Monitor Progress in a Tertiary Foreign Languages Program
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