Comparability of reading tasks in high-stakes English proficiency tests and university courses in Korea

Abstract With the increased popularity of English-medium instruction (EMI) in higher education, many East Asian universities are using international English proficiency tests to make admissions and placement decisions. Since these tests were not originally designed for the EMI contexts, validity evi...
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Autor*in:	Soohye Yeom [verfasserIn] Lorena Llosa [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2024

Schlagwörter:	Test validation English-medium instruction (EMI) Assessing reading Reading task characteristics Reading in higher education

Übergeordnetes Werk:	In: Language Testing in Asia - SpringerOpen, 2016, 14(2024), 1, Seite 23
Übergeordnetes Werk:	volume:14 ; year:2024 ; number:1 ; pages:23

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1186/s40468-024-00281-5

Katalog-ID:	DOAJ095653988

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author	Soohye Yeom
spellingShingle	Soohye Yeom misc Test validation misc English-medium instruction (EMI) misc Assessing reading misc Reading task characteristics misc Reading in higher education misc Language and Literature misc P Comparability of reading tasks in high-stakes English proficiency tests and university courses in Korea
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topic_title	Comparability of reading tasks in high-stakes English proficiency tests and university courses in Korea Test validation English-medium instruction (EMI) Assessing reading Reading task characteristics Reading in higher education
topic	misc Test validation misc English-medium instruction (EMI) misc Assessing reading misc Reading task characteristics misc Reading in higher education misc Language and Literature misc P
topic_unstemmed	misc Test validation misc English-medium instruction (EMI) misc Assessing reading misc Reading task characteristics misc Reading in higher education misc Language and Literature misc P
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title	Comparability of reading tasks in high-stakes English proficiency tests and university courses in Korea
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title_full	Comparability of reading tasks in high-stakes English proficiency tests and university courses in Korea
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title_sort	comparability of reading tasks in high-stakes english proficiency tests and university courses in korea
title_auth	Comparability of reading tasks in high-stakes English proficiency tests and university courses in Korea
abstract	Abstract With the increased popularity of English-medium instruction (EMI) in higher education, many East Asian universities are using international English proficiency tests to make admissions and placement decisions. Since these tests were not originally designed for the EMI contexts, validity evidence is needed to support the use of these tests in this new context. To interpret performance on a test as representative of performance in a target language use (TLU) domain, this study investigated (1) the characteristics of English reading tasks in Korean EMI undergraduate and graduate courses, (2) the extent to which they are comparable to the characteristics of reading tasks on TOEFL iBT and IELTS, and (3) the extent to which students perceive EMI reading tasks and the test reading tasks to be comparable. Fifty-four undergraduate and graduate students in EMI content courses at a Korean university completed an online questionnaire. Analyses revealed that EMI reading tasks share several characteristics with USA/UK university reading tasks. Although EMI reading tasks had some key characteristics in common with TOEFL and IELTS reading tasks, the test tasks were much more limited in range. Finally, the extent to which students perceived EMI reading tasks and TOEFL/IELTS reading tasks comparable varied across academic areas.
abstractGer	Abstract With the increased popularity of English-medium instruction (EMI) in higher education, many East Asian universities are using international English proficiency tests to make admissions and placement decisions. Since these tests were not originally designed for the EMI contexts, validity evidence is needed to support the use of these tests in this new context. To interpret performance on a test as representative of performance in a target language use (TLU) domain, this study investigated (1) the characteristics of English reading tasks in Korean EMI undergraduate and graduate courses, (2) the extent to which they are comparable to the characteristics of reading tasks on TOEFL iBT and IELTS, and (3) the extent to which students perceive EMI reading tasks and the test reading tasks to be comparable. Fifty-four undergraduate and graduate students in EMI content courses at a Korean university completed an online questionnaire. Analyses revealed that EMI reading tasks share several characteristics with USA/UK university reading tasks. Although EMI reading tasks had some key characteristics in common with TOEFL and IELTS reading tasks, the test tasks were much more limited in range. Finally, the extent to which students perceived EMI reading tasks and TOEFL/IELTS reading tasks comparable varied across academic areas.
abstract_unstemmed	Abstract With the increased popularity of English-medium instruction (EMI) in higher education, many East Asian universities are using international English proficiency tests to make admissions and placement decisions. Since these tests were not originally designed for the EMI contexts, validity evidence is needed to support the use of these tests in this new context. To interpret performance on a test as representative of performance in a target language use (TLU) domain, this study investigated (1) the characteristics of English reading tasks in Korean EMI undergraduate and graduate courses, (2) the extent to which they are comparable to the characteristics of reading tasks on TOEFL iBT and IELTS, and (3) the extent to which students perceive EMI reading tasks and the test reading tasks to be comparable. Fifty-four undergraduate and graduate students in EMI content courses at a Korean university completed an online questionnaire. Analyses revealed that EMI reading tasks share several characteristics with USA/UK university reading tasks. Although EMI reading tasks had some key characteristics in common with TOEFL and IELTS reading tasks, the test tasks were much more limited in range. Finally, the extent to which students perceived EMI reading tasks and TOEFL/IELTS reading tasks comparable varied across academic areas.
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title_short	Comparability of reading tasks in high-stakes English proficiency tests and university courses in Korea
url	https://doi.org/10.1186/s40468-024-00281-5 https://doaj.org/article/a4044bd3c66941548c1e641d1e143991 https://doaj.org/toc/2229-0443
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Comparability of reading tasks in high-stakes English proficiency tests and university courses in Korea

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