A comparison of the validity of measurement methods of the general English proficiency by dictation and read-aloud performance

A comparison of the validity of measurement methods of the general English proficiency by dictation and read-aloud performance Katsunori Kotani Takehiko Yoshimi Kansai Gaidai University Ryukokou University Osaka, Japan Shiga, Japan kkotani@kansaigaidai.ac.jp yoshimi@rins.ryukoku.ac.jp Abstract This paper compares three classroom- based measurement methods of the general proficiency of English as a second language (GEP): one measures the GEP by dictation performance; another by read-aloud performance; and the other by both dictation performance and read-aloud performance. A learner’s GEP has been measured by commercially tests because the reliability and validity of the tests have been well-acknowledged, but the use of the tests has ineffective regarding test-administration cost and test materials. By contrast, measurement of dictation and/or read-aloud needs only a sound file or a text file, and a teacher of English as a second language can choose test materials according to the class contents. This study developed the three GEP-measurement methods using a learner corpus data involving GEP, dictation and read-aloud performance of 50 learners of English as a second language. The experimental results suggested that the proficiency should be measured with both dictation and read- aloud performance. 1 Introduction In a class of English as a second language (ESL), a teacher should conduct test in a classroom, because classroom testing has benefits to grow students’ general English proficiency (GEP). Classroom testing provides a teacher with valuable feedback about students' learning outcome (Roediger et al. 2011). Thus, a teacher can understand how students’ GEP grows. In addition, frequent testing encourages students to study (Roediger et al. 2011). Thus, if a teacher provides a test in a classroom, students will increase learning motivation. A classroom testing method is necessary, because commercially available tests such as Test of English as a Foreign Language (TOEFL) or Test of English for International Communication (TOEIC) have three limitations. First, test fees are expensive for classroom testing, although it can be applicable once in an academic year for confirming learning outcome or using as a placement test to determine a class appropriate for students' proficiency. Second, test administration takes a couple of hours. It is longer than a university class period (90‒105 minutes in Japan). Finally, the test material is irrelevant for the ESL classes being taken by students. A solution to these limitations is to introduce a computer-assisted language testing (Noijons 1994, Suvorov 2013). Here, a learner’s GEP was measured by calculating scores for a learner’s reading aloud performance and dictation performance. Dictation and read-aloud performances were taken up in this study for four reasons. First, tests for dictation and read-aloud have been reported to demonstrate the reliability and validity as a GEP test (Kotani & Yoshimi 2018, Kotani & Yoshimi 2020). In addition, dictation and read-aloud tests have also been reported to demonstrate GEP (Irvine, Atai, and Oller, Jr. 1974; Oller 1983; Coniam 1991; Lee 2004; Iino, Yabuta and Thomas 2011; Kazazoglu 2013; Wong and Leeming 2014; Leeming and Wong 2016; Yazdinejad and Zeraatpishe 2019). Given the close relation of GEP with dictation and read- aloud …

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