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An Evaluation of English Placement Instruments for First Term Freshmen At Embry-Riddle Aeronautical University
Title
An Evaluation of English Placement Instruments for First Term Freshmen At Embry-Riddle Aeronautical University.
Creator
Cunningham, James Michael, Dziuban, Charles D., Cook, Joseph B., Florida Atlantic University
Abstract/Description
The purposes of this study were the assessment of written language skills of Embry-Riddle freshmen, the development of appropriate English placement criteria and the evaluation of the existing remedial English course. Data for the statistical analyses were collected during the 1982 calendar year and describe the test scores and course performances of 418 freshman students. T~irteen variables, two nominal,_ seven predictor and four criterion, were intercorreiated using frequency distributions,...
Show moreThe purposes of this study were the assessment of written language skills of Embry-Riddle freshmen, the development of appropriate English placement criteria and the evaluation of the existing remedial English course. Data for the statistical analyses were collected during the 1982 calendar year and describe the test scores and course performances of 418 freshman students. T~irteen variables, two nominal,_ seven predictor and four criterion, were intercorreiated using frequency distributions, Pearson product moment correlations, stepwise multiple regression analyses and analysis of variance calculations. Final grades in regular and remedial English along with end-of-course essay and objective test scores were interrelated with high school grade point averages (HS GPA), Scholastic Aptitude TestVerbal (SAT-V) scores, Test of Standard Written English (TSWE) scores, S~bry-Riddle English placement .exam (EPE) essay and objective scores, and precourse ยท essay and objective test (Pretest-E, Pretest-G) scores. Statistically significant correlations were obtained between 86% of the paired variables; higher coefficients appeared between tests of the same genre (essay or objective) than between tests of different genres. Regression analysis results indicate that writing samples predict essay exam scores best, but that standardized tests and high school averages predict final grades in freshman English better than University prepared measures of writing skills. Final grades in first term English appear to be less dependent upon demonstrated writing proficiency than had been initially hypothesized. Student gains in end-of-course test scores over precourse levels were significantly greater among students taking remedial English than among students in regular English .. Inconsistencies among instructors in the assignment af course graaes proved to be significant, especia!Jy between faculty of different academic ranks; this common reliability limitation in the grading of individual - students by individual instructors was taken into account in the interpretation of results. Recognizing that English placement errors inhibit both individual student progress and the overall educational process, it is recommended that Embry-Riddle Aeronautical University adopt an optimally weighted combination of writing skills measures, consistent with the findings of this research, to replace its current placement model.
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Date Issued
1983
PURL
http://purl.flvc.org/fau/fd/FA00000659
Subject Headings
Embry-Riddle Aeronautical University--Freshmen, Educational tests and measurements, English language--Ability testing
Format
Document (PDF)
Factors related to Haitian students' acquisition of English
Title
Factors related to Haitian students' acquisition of English.
Creator
Price, Melva Janet, Florida Atlantic University, Crawley, Sharon J.
Abstract/Description
A review of the literature reveals that many factors are related to the learning of a second language. In order to meet the needs of the large and growing number of Haitian students, it would be beneficial to be able to determine which factors affect Haitian students' acquisition of English. This study uses a Haitian Creole Literacy Test and a questionnaire to determine the relationship of age, age at immigration, years of residence, years of schooling, gender, grade point average, parents'...
Show moreA review of the literature reveals that many factors are related to the learning of a second language. In order to meet the needs of the large and growing number of Haitian students, it would be beneficial to be able to determine which factors affect Haitian students' acquisition of English. This study uses a Haitian Creole Literacy Test and a questionnaire to determine the relationship of age, age at immigration, years of residence, years of schooling, gender, grade point average, parents' English proficiency, use of English outside school, attitude toward English, and native language literacy on oral proficiency and literacy in English. Correlations, ANOVAs, multiple regressions, and a factor analysis revealed that the factors affecting the English acquisition of the 276 Haitian students in the study were similar to and different from some of those found to affect second language acquisition of other language groups. The differences included the fact that age was not positively related to their L2 proficiency; L1 literacy was only slightly related to L2 reading proficiency and achievement and negatively related to L2 oral proficiency; their age at immigration was not related to L2 reading proficiency and was negatively related to L2 oral proficiency; their mother's L2 proficiency was not related to their academic achievement or L2 reading proficiency; motivation was not related to L1 literacy or L2 oral proficiency; their belief that learning L2 is important was not related to L2 proficiency; and their liking to study English had a negative relationship with L2 oral proficiency and no relationship with L2 literacy or achievement. These findings suggest that the facilitative effect of L1 literacy on L2 proficiency shown by previous studies depends upon the L1 and the value the L1 culture places on literacy. In addition, different factors affect L2 acquisition by different language groups. This fact must be taken into consideration by those who design curriculum and instruction for L2 learners.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/12401
Subject Headings
Second language acquisition, Language and languages--Ability testing, Creole dialects--Haiti, English language--Study and teaching--Creole speakers, English language--Study and teaching--Foreign speakers, Haitians--Education--United States
Format
Document (PDF)