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Psychometric Properties of the Spanish Version of the Highly Sensitive Child Scale: The Parent Version
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 5; Pages: 3101 (2022)
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Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use
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In: Languages; Volume 7; Issue 2; Pages: 71 (2022)
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Overall, a Good Test, but…—Swedish Lower Secondary Teachers’ Perceptions and Use of National Test Results of English
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In: Languages; Volume 7; Issue 1; Pages: 64 (2022)
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The Psychometric Properties and Cutoff Score of the Child and Adolescent Mindfulness Measure (CAMM) in Chinese Primary School Students
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In: Children; Volume 9; Issue 4; Pages: 499 (2022)
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Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
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In: Languages; Volume 7; Issue 1; Pages: 65 (2022)
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Reliability and Validity of the Malaysian English Version of the Diagnostic Criteria for Temporomandibular Disorder (M-English DC/TMD)
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In: Healthcare; Volume 10; Issue 2; Pages: 329 (2022)
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Matching EFL learners with appropriate levels of reading materials : Backing for using Extensive Reading Placement/Progress Test ; EFL学習者の言語能力レベルに適した多読マテリアル : EPERテストの妥当性研究
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Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
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Psychometric Properties of the Spanish Version of the Highly Sensitive Child Scale: The Parent Version
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Discovering Early de Finetti’s Writings on Trivalent Theory of Conditionals
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In: Argumenta, Journal of analytic philosophy ; https://hal.archives-ouvertes.fr/hal-03363111 ; Argumenta, Journal of analytic philosophy, Department of Humanities and Social Sciences, University of Sassari, 2021, 6, pp.267-291. ⟨10.14275/2465-2334/202112.bar⟩ (2021)
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ОСНОВНЫЕ ХАРАКТЕРИСТИКИ ЯЗЫКОВОГО ТЕСТА ДЛЯ ЗАНЯТИЙ ПО АНГЛИЙСКОМУ ЯЗЫКУ В ВУЗЕ ... : MAIN FEATURES OF A LINGUISTIC TEST FOR ENGLISH STUDIES IN UNIVERSITIES ...
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Методика диагностики диалектического мыслительного действия смены альтернативы ... : Method of diagnostics of dialectical mental action of alternative change ...
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Discovering early de Finetti’s writings on trivalent theory of conditionals ...
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Lost in translation: Qualitative data collecting and translating challenges in multilingual settings in information systems research
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Cross-cultural cognitive assessment of dementia: a meta-analysis of the impact of illiteracy on dementia screening and an evaluation of a transcultural short-term memory assessment ...
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VALIDITY OF STUDENT WORKSHEETSWITH THE THEME OF ENERGY IN DAILY LIFE BY PROBLEM BASED LEARNING OF INTEGRATED IN 21ST CENTURY LEARNING ...
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VALIDITY OF STUDENT WORKSHEETSWITH THE THEME OF ENERGY IN DAILY LIFE BY PROBLEM BASED LEARNING OF INTEGRATED IN 21ST CENTURY LEARNING ...
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Language neutrality of the LLAMA test explored: The case of agglutinative languages and multiple writing systems
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 87–100 ; 2399-9101 (2021)
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Abstract:
The ability to learn a foreign language, language aptitude, is known to differ between individuals. To better understand second-language learning, language aptitude tests, tapping into the different components of second-language learning aptitude, are widely used. For valid conclusions on comparisons of learners with different language backgrounds, it is crucial that such tests be language neutral. Several studies have investigated the language neutrality of the freely available LLAMA tests (Granena, 2013; Rogers et al., 2016, 2017). So far, comparing a number of L1 backgrounds, including those using different writing systems such as Arabic and Mandarin, no significant differences between participants have been found. However, until now, neither participants with agglutinative language backgrounds nor with first-language backgrounds that use multiple writing systems have been included. Therefore, this study selected participants from three different first-language backgrounds: Dutch (non-agglutinative, phonogram/Latin alphabet), Hungarian (agglutinative, phonogram/Latin alphabet), and Japanese (agglutinative, phonogram/syllabic alphabet and logogram/Japanese kanji). The participants performed three subsets of the LLAMA test. Significant differences between the groups were found on two of these tests: The ability to implicitly recognize sounds (LLAMA_D subtest) and inductive grammar learning ability (LLAMA_F), but no differences were found on vocabulary learning ability (LLAMA_B). Additionally, for LLAMA_B, the number of languages learnt was a significant covariate, confirming earlier findings that some subtests seem to be linked to language learning experience. We discuss the implications of our findings on the validity of the LLAMA_D and LLAMA_F subtests.
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Keyword:
agglutinative languages; Aptitude; Language Aptitude; Language Testing; Second Language Acquisition; second-language learning; testing; validity; writing systems
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URL: https://www.euroslajournal.org/jms/article/view/71 https://doi.org/10.22599/jesla.71
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Investigating reliability and construct validity of a source-based academic writing test for placement purposes
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In: Graduate Theses and Dissertations (2021)
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The Khoekhoegowab Personality Inventory: The Comparative Validity of a Locally Derived Measure of Traits ...
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