Tabaran Institute of Higher EducationInternational Journal of Language Testing2476-58807120170301Does TOEIC as a University Exit Test Ensure Higher Employability in Taiwan?127114435ENYi-Ching PanDepartment of Applied English, National Pingtung University.Yo In’namiDivision of English Language Education, Faculty of Science and Engineering, Chuo University.Journal Article20200919With the goal of enhancing the competitiveness of students in the workplace, nearly two-thirds of technical universities in Taiwan have adopted a variety of standardized English proficiency tests as exit requirements, including the widespread use of TOEIC. However, employers still name “insufficient English proficiency” as one of the primary employability gaps to be bridged by graduates (104 Job Bank, 2008, 2009). This study examines whether the use of TOEIC as an exit requirement for 4-year universities in Taiwan can be justified as ensuring higher rates of employability. It explores whether (1) preparing for TOEIC can enhance the level of student English proficiency necessary for the workplace, (2) TOEIC scores are positively related to job recruitment, and (3) the use of TOEIC as an exit requirement encourages courses to prepare students for both the test and the needs of the workplace. The official TOEIC test scores of 555 technical university students and questionnaire responses from 116 employed alumni, 100 employers, and 399 technical university students were analyzed. The findings indicate that the test use consequences could be interpreted both positively and negatively. The students were able to reach the cutoff scores, with mean scores of around 150 points higher, and demonstrated the ability to perform the English skills required for the workplace according to employed alumni and employers. Hence, the standardized exit scores were positively related to job recruitment. On the other hand, the exit requirement cutoff scores may not motivate high proficiency students, who are not sufficiently challenged. In addition, the material instructed in class focuses on test preparation and four-skills’ practice, without adequately engaging the students in activities to help them acquire skills such as oral communication that are often used at work.https://www.ijlt.ir/article_114435_20d7726400715914559ec0ec60149bc5.pdfTabaran Institute of Higher EducationInternational Journal of Language Testing2476-58807120170301Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance2839114436ENAli RoohaniEnglish Department, Shahrekord University, Iran.Khadijeh DayeriEnglish Department, Shahrekord University, Iran.Maryam Farhang-JuEnglish Department, Shahrekord University, Iran.Journal Article20200919As far as reading comprehension is concerned, background knowledge bears significance for English as a foreign language (EFL) learners who take high-stake tests such as M.A. University Entrance Examination. The reading part of this test can pose a challenge for Iranian EFL test takers, some of whom may have enough background knowledge to enhance their performance on the reading comprehension test, which may question the validity of the test. To fill the gap in the related literature, this study examined the effect of EFL test takers’ background knowledge on their performance on the reading part of English M.A. University Entrance Examination. To this end, 58 undergraduate students of English, aged 20-25, at Shahrekord University participated in the study. First, Topic Familiarity Ranking Measure and Topic Familiarity Rating Measure were employed to measure the participants’ background knowledge. Then, the participants were asked to answer the reading comprehension items of 4 English M.A. University Entrance Examinations. The results of correlational procedures indicated that background knowledge had a positive correlation with reading comprehension performance for two passages, indicating that some test items were a little biased in favor of some test takers with relevant background knowledge. However, the results from multiple regression analysis revealed no statistically significant contribution of the test takers’ background knowledge to their reading comprehension performance. The findings imply no serious threat to validity of the test from the construct-irrelevant variance due to the test takers’ background knowledge, and offer implications for high-stake test developers in Iran.https://www.ijlt.ir/article_114436_61fb531b2a64edaaa087b25f42518441.pdfTabaran Institute of Higher EducationInternational Journal of Language Testing2476-58807120170301Comparing the Psychometric Characteristics of Speeded and Standard C-Tests4050114437ENAnita FadaeipourEnglish Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran.Zahra ZohoorianEnglish Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran.Journal Article20200919The C-test as a measure of first and second language proficiency suffers from ceiling effect. That is, the C-test is very easy for native speakers and for advanced second language learners and many examinees obtain full scores. Therefore, the test cannot distinguish among advanced learners or native speakers. Speeded C-test is suggested as a remedy for this problem. Previous research has showed that if C-test is administrated under time constraint it can better differentiate among advanced learners and native speakers. In this study we aimed to compare the psychometric characteristics of speeded and standard C-tests and investigate their relationship with reading comprehension. One-hundred Iranian undergraduate English students were selected to take part in this research. A standard (power) C-test, a speeded C-test, and a reading comprehension test were given to the students. Findings revealed that both speeded C-test and standard C-test could measure reading comprehension ability but standard C-test is a better predictor of reading comprehension ability and enjoys a higher reliability. Exploratory factor analysis of the data resulted in a one-factor solution. All C-test passages (speeded and power) and reading comprehension passages loaded heavily on a single factor. Nevertheless, power C-test passages had higher loadings compared to speeded passages.https://www.ijlt.ir/article_114437_293e763d29c5b953ccea61aa101d2490.pdfTabaran Institute of Higher EducationInternational Journal of Language Testing2476-58807120170301Examining the Underlying Components of C-Test Performance Using a Cognitive Process Model5161114439ENFahimeh KhoshdelEnglish Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran.Journal Article20200919In the current study, the validity of C-Test is investigated using the construct identification approach. Based on construct identification approach, the factors which are deemed to affect item difficulty in C-Test items were identified. To this aim, 11 factors were selected to enter into Linear Logistic Testing Model (LLTM) analysis to reconstruct C-Test item difficulties using the difficulty of the underlying factors. The 11 factors explained only 12% of the variance in item difficulties. Findings revealed that content words, inflections, and the frequency of the mutilated words had the greatest impact on C-Test item difficulty.https://www.ijlt.ir/article_114439_f77dbfb27dd3d88459ae22de5207e934.pdfTabaran Institute of Higher EducationInternational Journal of Language Testing2476-58807120170301Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test6272114440ENMohammad GhahramanlouEnglish Department, Imam Reza International University, Mashhad, Iran.Zahra ZohoorianEnglish Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran.Purya BaghaeiEnglish Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran.Journal Article20200919The purpose of thisstudy istoexaminethecognitiveprocessesunderlyingthelistening comprehension section of IELTS and toinvestigate iftheyvaryin terms of difficulty. For this purpose, a checklist of possible cognitive operations was prepared based on the literature and the candidates’ feedback obtained in a posttest interview. The checklist consisted of six cognitive operations. A sample of IELTS (International English Language Testing System) listening test was given to 310 upperintermediate and advanced students of English. Linear logistic test model was employed to analyse the data. Findings showed that keeping up with the pace of the speaker and understanding reduced forms were the most difficult operations for the listeners. Altogether, the six operations explained 72% of the variance in itemdifficulty estimates. Implicationsof the study for the testing and teaching of listening comprehension are discussed.https://www.ijlt.ir/article_114440_2ae5ccec3415091a8c2552e8d3fd352e.pdf