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The Importance of Increased Processing Demands in the Design of Elicited Imitation Tests

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Title: The Importance of Increased Processing Demands in the Design of Elicited Imitation Tests
Language: English
Authors: Rosemary Erlam (ORCID 0000-0001-8736-463X), Lan Wei (ORCID 0000-0002-6020-3913)
Source: Language Teaching Research. 2024 28(4):1472-1500.
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: https://sagepub.com
Peer Reviewed: Y
Page Count: 29
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Language Processing, Language Tests, Second Language Learning, Psychometrics, Imitation, Comparative Analysis, Grammar, Decision Making, Test Items, Student Attitudes, Timed Tests, Metalinguistics, Language Proficiency, Test Construction, English (Second Language), Participant Characteristics, Foreign Countries
Geographic Terms: New Zealand
DOI: 10.1177/13621688211026032
ISSN: 1362-1688
1477-0954
Abstract: This study is a conceptual replication of Ellis' 'Measuring implicit and explicit knowledge of a second language: A psychometric study', published in "Studies in Second Language Acquisition" (2005), aiming to establish the importance of including belief statements (hypothesized to increase processing demands) in the design of Elicited Imitation (EI) tests. In a between-groups comparison, 103 participants completed one of two versions of Erlam's EI test (2006), one which required participants to make a 'belief' judgement, and one which did not. Both contained ungrammatical stimuli. Participants were scored for repetition of grammatical stimuli and correction of ungrammatical stimuli. An Exit questionnaire aimed to establish how aware they were of ungrammatical stimuli. Participants also completed a timed grammaticality judgement test (TGJT), an untimed grammaticality judgement test (UGJT), a metalinguistic knowledge test (MKT), and another Elicited Imitation (EI) test designed as a measure of global proficiency. Performance on each EI version was examined in relationship to performance on these measures. There was no variation between performance on either EI test version. The article underscores the need for ongoing research investigating design features of EI tests.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433742
Database: ERIC
FullText Text:
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  Data: The Importance of Increased Processing Demands in the Design of Elicited Imitation Tests
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  Data: <searchLink fieldCode="AR" term="%22Rosemary+Erlam%22">Rosemary Erlam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8736-463X">0000-0001-8736-463X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lan+Wei%22">Lan Wei</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6020-3913">0000-0002-6020-3913</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2024 28(4):1472-1500.
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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: https://sagepub.com
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  Data: 29
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  Data: <searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Imitation%22">Imitation</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Timed+Tests%22">Timed Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Metalinguistics%22">Metalinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+Characteristics%22">Participant Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
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  Data: 10.1177/13621688211026032
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  Data: 1362-1688<br />1477-0954
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  Data: This study is a conceptual replication of Ellis' 'Measuring implicit and explicit knowledge of a second language: A psychometric study', published in "Studies in Second Language Acquisition" (2005), aiming to establish the importance of including belief statements (hypothesized to increase processing demands) in the design of Elicited Imitation (EI) tests. In a between-groups comparison, 103 participants completed one of two versions of Erlam's EI test (2006), one which required participants to make a 'belief' judgement, and one which did not. Both contained ungrammatical stimuli. Participants were scored for repetition of grammatical stimuli and correction of ungrammatical stimuli. An Exit questionnaire aimed to establish how aware they were of ungrammatical stimuli. Participants also completed a timed grammaticality judgement test (TGJT), an untimed grammaticality judgement test (UGJT), a metalinguistic knowledge test (MKT), and another Elicited Imitation (EI) test designed as a measure of global proficiency. Performance on each EI version was examined in relationship to performance on these measures. There was no variation between performance on either EI test version. The article underscores the need for ongoing research investigating design features of EI tests.
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        Value: 10.1177/13621688211026032
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      – SubjectFull: Language Processing
        Type: general
      – SubjectFull: Language Tests
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      – SubjectFull: Second Language Learning
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