View in EDS HTML Full Text PDF Full Text

Fitting the mixed Rasch model to the listening comprehension section of the IELTS: Identifying latent class differential item functioning.

Saved in:
Bibliographic Details
Title: Fitting the mixed Rasch model to the listening comprehension section of the IELTS: Identifying latent class differential item functioning.
Authors: Effatpanah, Farshad (AUTHOR), Baghaei, Purya (AUTHOR), Ravand, Hamdollah (AUTHOR), Kunina-Habenicht, Olga (AUTHOR)
Source: International Journal of Testing. Jan-Mar2025, Vol. 25 Issue 1, p60-108. 49p.
Subjects: International English Language Testing System, Rasch models, Listening comprehension, Language & languages, Class differences
Abstract: This study applied the Mixed Rasch Model (MRM) to the listening comprehension section of the International English Language Testing System (IELTS) to detect latent class differential item functioning (DIF) by exploring multiple profiles of second/foreign language listeners. Item responses of 462 examinees to an IELTS listening test were subjected to MRM analysis. Three classes emerged: (1) 'Medium-level Stimulus Processors' who can somewhat synchronize top-down and bottom-up processing, handle multitasking to a certain extent, comprehend moderately complex items, and manage input delivered at a relatively fast pace; (2) 'High-level Stimulus Processors' who have greater abilities in synchronizing top-down and bottom-up processing, multitasking, understanding complex items, and handling fast delivery input and more paraphrased content; and (3) 'Low-level Stimulus Processors' who rely more on bottom-up processing, have limited lexico-grammatical knowledge, struggle with multitasking and complex items, and find fast delivery input and paraphrased content challenging. Differences across the classes were further explained. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Testing is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 182411222
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fitting the mixed Rasch model to the listening comprehension section of the IELTS: Identifying latent class differential item functioning.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Effatpanah%2C+Farshad%22">Effatpanah, Farshad</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Baghaei%2C+Purya%22">Baghaei, Purya</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ravand%2C+Hamdollah%22">Ravand, Hamdollah</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kunina-Habenicht%2C+Olga%22">Kunina-Habenicht, Olga</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Testing%22">International Journal of Testing</searchLink>. Jan-Mar2025, Vol. 25 Issue 1, p60-108. 49p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22International+English+Language+Testing+System%22">International English Language Testing System</searchLink><br /><searchLink fieldCode="DE" term="%22Rasch+models%22">Rasch models</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br /><searchLink fieldCode="DE" term="%22Class+differences%22">Class differences</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study applied the Mixed Rasch Model (MRM) to the listening comprehension section of the International English Language Testing System (IELTS) to detect latent class differential item functioning (DIF) by exploring multiple profiles of second/foreign language listeners. Item responses of 462 examinees to an IELTS listening test were subjected to MRM analysis. Three classes emerged: (1) 'Medium-level Stimulus Processors' who can somewhat synchronize top-down and bottom-up processing, handle multitasking to a certain extent, comprehend moderately complex items, and manage input delivered at a relatively fast pace; (2) 'High-level Stimulus Processors' who have greater abilities in synchronizing top-down and bottom-up processing, multitasking, understanding complex items, and handling fast delivery input and more paraphrased content; and (3) 'Low-level Stimulus Processors' who rely more on bottom-up processing, have limited lexico-grammatical knowledge, struggle with multitasking and complex items, and find fast delivery input and paraphrased content challenging. Differences across the classes were further explained. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Testing is the property of Taylor & Francis Ltd 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=pbh&AN=182411222
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/15305058.2024.2414423
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 49
        StartPage: 60
    Subjects:
      – SubjectFull: International English Language Testing System
        Type: general
      – SubjectFull: Rasch models
        Type: general
      – SubjectFull: Listening comprehension
        Type: general
      – SubjectFull: Language & languages
        Type: general
      – SubjectFull: Class differences
        Type: general
    Titles:
      – TitleFull: Fitting the mixed Rasch model to the listening comprehension section of the IELTS: Identifying latent class differential item functioning.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Effatpanah, Farshad
      – PersonEntity:
          Name:
            NameFull: Baghaei, Purya
      – PersonEntity:
          Name:
            NameFull: Ravand, Hamdollah
      – PersonEntity:
          Name:
            NameFull: Kunina-Habenicht, Olga
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: Jan-Mar2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 15305058
          Numbering:
            – Type: volume
              Value: 25
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Testing
              Type: main
ResultId 1