東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Using International English Proficie...

Yeom, Soohye.

Linked to FindBook

Google Book

Amazon

博客來

Using International English Proficiency Tests in EMI Contexts: A Comparison of Tasks and Student Performance on TOEFL iBT Writing Tasks and Course Assignments in Korean Universities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using International English Proficiency Tests in EMI Contexts: A Comparison of Tasks and Student Performance on TOEFL iBT Writing Tasks and Course Assignments in Korean Universities./
Author:	Yeom, Soohye.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	180 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30426866
ISBN:	9798380392983

Using International English Proficiency Tests in EMI Contexts: A Comparison of Tasks and Student Performance on TOEFL iBT Writing Tasks and Course Assignments in Korean Universities.
Yeom, Soohye.

Using International English Proficiency Tests in EMI Contexts: A Comparison of Tasks and Student Performance on TOEFL iBT Writing Tasks and Course Assignments in Korean Universities. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 180 p.

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ph.D.)--New York University, 2023.

This item must not be sold to any third party vendors.

With the wide introduction of English-medium instruction (EMI) to higher education institutions throughout East Asian countries, many East Asian universities are using English proficiency tests that were not originally designed for this context to make admissions and placement decisions. To support the use of these tests in this new EMI context, it is important to determine (1) whether an international English proficiency test can reflect relevant skills and abilities in university EMI courses, and (2) whether students' scores on the test can be interpreted as indicators of students' performance in university EMI courses. Specifically, this study focuses on the writing section of the TOEFL iBT and examines (1) the comparability of the writing tasks in EMI courses and the TOEFL writing tasks based on task analysis and student and instructor perceptions, (2) the relationships between students' scores on the TOEFL writing section and students' writing performance in EMI courses, (3) the relationship between the quality of the students' writing performance on the TOEFL writing tasks and in course assignments, and (4) students' perceptions of the comparability of the quality of their writing.Participants included 111 undergraduate and graduate students enrolled in one or more EMI courses at Korean universities and 27 instructors. Data analysis included (1) a task analysis of both EMI writing tasks and TOEFL iBT writing tasks, (2) regression analyses on the relationships between the writing test scores and the target language use (TLU) indicators across disciplines, (3) repeated-measure two-way ANOVA examining whether there are differences in the quality of student writing between task types (the TOEFL Integrated task, the TOEFL Independent task, and EMI task) across disciplines, (4) descriptive analyses of students' and instructors' perceptions of the comparability between the TOEFL writing tasks and the EMI writing tasks. Student and instructor interview responses were qualitatively analyzed and used to supplement quantitative findings. The findings of this study have implications for the validity of using an international English proficiency test in EMI contexts with comparisons between different disciplines. In addition, the findings provide insights into language assessment development as well as into designing academic English writing courses in universities.

ISBN: 9798380392983Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

English proficiency tests

Using International English Proficiency Tests in EMI Contexts: A Comparison of Tasks and Student Performance on TOEFL iBT Writing Tasks and Course Assignments in Korean Universities.
LDR:03767nmm a2200409 4500 001 2395489
005 20240517104605.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380392983
035 $a (MiAaPQ)AAI30426866
035 $a AAI30426866
040 $a MiAaPQ $c MiAaPQ
100 1 $a Yeom, Soohye. $3 3764996
245 1 0 $a Using International English Proficiency Tests in EMI Contexts: A Comparison of Tasks and Student Performance on TOEFL iBT Writing Tasks and Course Assignments in Korean Universities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 180 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
500 $a Advisor: Llosa, Lorena.
502 $a Thesis (Ph.D.)--New York University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a With the wide introduction of English-medium instruction (EMI) to higher education institutions throughout East Asian countries, many East Asian universities are using English proficiency tests that were not originally designed for this context to make admissions and placement decisions. To support the use of these tests in this new EMI context, it is important to determine (1) whether an international English proficiency test can reflect relevant skills and abilities in university EMI courses, and (2) whether students' scores on the test can be interpreted as indicators of students' performance in university EMI courses. Specifically, this study focuses on the writing section of the TOEFL iBT and examines (1) the comparability of the writing tasks in EMI courses and the TOEFL writing tasks based on task analysis and student and instructor perceptions, (2) the relationships between students' scores on the TOEFL writing section and students' writing performance in EMI courses, (3) the relationship between the quality of the students' writing performance on the TOEFL writing tasks and in course assignments, and (4) students' perceptions of the comparability of the quality of their writing.Participants included 111 undergraduate and graduate students enrolled in one or more EMI courses at Korean universities and 27 instructors. Data analysis included (1) a task analysis of both EMI writing tasks and TOEFL iBT writing tasks, (2) regression analyses on the relationships between the writing test scores and the target language use (TLU) indicators across disciplines, (3) repeated-measure two-way ANOVA examining whether there are differences in the quality of student writing between task types (the TOEFL Integrated task, the TOEFL Independent task, and EMI task) across disciplines, (4) descriptive analyses of students' and instructors' perceptions of the comparability between the TOEFL writing tasks and the EMI writing tasks. Student and instructor interview responses were qualitatively analyzed and used to supplement quantitative findings. The findings of this study have implications for the validity of using an international English proficiency test in EMI contexts with comparisons between different disciplines. In addition, the findings provide insights into language assessment development as well as into designing academic English writing courses in universities.
590 $a School code: 0146.
650 4 $a Bilingual education. $3 2122778
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Higher education. $3 641065
650 4 $a English as a second language. $3 516208
653 $a English proficiency tests
653 $a English-medium instruction
653 $a Test validation
653 $a Writing assessment
653 $a Course assignments
690 $a 0282
690 $a 0288
690 $a 0745
690 $a 0441
710 2 $a New York University. $b Teaching and Learning. $3 1678711
773 0 $t Dissertations Abstracts International $g 85-03A.
790 $a 0146
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30426866