1. Barootchi, N., & Keshavarz, M. H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44(3), 279–288. http://doi.org/10.1080/00131880210135313.
This study presents whether the feeling of ownership of English as a foreign language (EFL) learners by monitoring their learning progress through portfolios contribute to the learners’ achievement. Furthermore, this study explores the correlation between the scores from portfolio assessment and scores from teacher-made tests. The findings reveal that the portfolios contributed positively to the subjects’ feelings of responsibility towards monitoring their progress. The portfolio assessment scores correlated significantly with those of the teacher-made achievement test. In conclusion, portfolio assessment is a promising testing and teaching tool for teachers in EFL classes and can be used alongside teacher-made tests to provide continuous measurement of students’ growth.
This study presents whether the feeling of ownership of English as a foreign language (EFL) learners by monitoring their learning progress through portfolios contribute to the learners’ achievement. Furthermore, this study explores the correlation between the scores from portfolio assessment and scores from teacher-made tests. The findings reveal that the portfolios contributed positively to the subjects’ feelings of responsibility towards monitoring their progress. The portfolio assessment scores correlated significantly with those of the teacher-made achievement test. In conclusion, portfolio assessment is a promising testing and teaching tool for teachers in EFL classes and can be used alongside teacher-made tests to provide continuous measurement of students’ growth.
2. Case, R., & Obenchain, K. M. (2006). How to Assess Language in the Social Studies Classroom. Social Studies, 97(1), 41.
This article gives some ways social studies teachers can assess their students’ language abilities and to take into account the language needs of ESL students, as well as academic needs. This article is helpful in addressing how to more effectively reach language learners by first determining the language level of their ESL students, then determining the language demands that a particular lesson puts on the students, and finally determining the particular assessment instrument to be used.
This article gives some ways social studies teachers can assess their students’ language abilities and to take into account the language needs of ESL students, as well as academic needs. This article is helpful in addressing how to more effectively reach language learners by first determining the language level of their ESL students, then determining the language demands that a particular lesson puts on the students, and finally determining the particular assessment instrument to be used.
3. Cheng, L., & Milnes, T. (2008). Teachers’ Assessment of ESL Students in Mainstream Classes: Challenges, Strategies, and Decision-Making. TESL Canada Journal, 25(2), 49–65.
This article investigates how mainstream teachers assess the work of their ESL students and whether strategies for ESL students used differ from non-ESL students. The study was done by interviewing seven mainstream teachers. Most of the participants attest that they modified their assessment strategies when grading the work of ESL students. This finding reveals that there is a need for a school-level discussion and structured professional development activities relating to assessing ESL students’ work.
This article investigates how mainstream teachers assess the work of their ESL students and whether strategies for ESL students used differ from non-ESL students. The study was done by interviewing seven mainstream teachers. Most of the participants attest that they modified their assessment strategies when grading the work of ESL students. This finding reveals that there is a need for a school-level discussion and structured professional development activities relating to assessing ESL students’ work.
4. Cheng, L., Rogers, W. T., & Wang, X. (2008). Assessment purposes and procedures in ESL/EFL classrooms. Assessment & Evaluation in Higher Education, 33(1), 9–32. http://doi.org/10.1080/02602930601122555.
This article explores six major aspects of ESL/EFL classroom assessment practices that play a central role in student learning. These aspects are instructors’ assessment planning for the courses they taught, the relative weight given to course work and tests in their instruction, the type of assessment methods (selection vs. supply methods) that they used, the purposes each assessment was used for the source of each method used, and when they used each method. The professors who were teaching the courses were also asked to determine the advantages and disadvantages of each aspect as they were conducted in class. The findings of this study contribute to a better understanding of classroom assessment practices in the ESL/EFL university level.
This article explores six major aspects of ESL/EFL classroom assessment practices that play a central role in student learning. These aspects are instructors’ assessment planning for the courses they taught, the relative weight given to course work and tests in their instruction, the type of assessment methods (selection vs. supply methods) that they used, the purposes each assessment was used for the source of each method used, and when they used each method. The professors who were teaching the courses were also asked to determine the advantages and disadvantages of each aspect as they were conducted in class. The findings of this study contribute to a better understanding of classroom assessment practices in the ESL/EFL university level.
5. Cheng, L., & Wang, X. (2007). Grading, Feedback, and Reporting in ESL/EFL Classrooms. Language Assessment Quarterly, 4(1), 85–107.
This article reports the interviews done with ESL/EFL teachers on their assessment practices such as grading criteria, student involvement in classroom assessment decisions and activities, and reporting procedures. The findings show that grading, feedback, and reporting of student achievement are key elements in supporting learning.
This article reports the interviews done with ESL/EFL teachers on their assessment practices such as grading criteria, student involvement in classroom assessment decisions and activities, and reporting procedures. The findings show that grading, feedback, and reporting of student achievement are key elements in supporting learning.
6. Conteh-Morgan, M. E. (2001). Empowering ESL students: A new model for information literacy instruction. Elsevier, 18(1), 29–38.
This paper describes a new model for collaboration between librarians and ESL teachers, in which librarians will work with the instructors to match the objectives and concepts taught in the classroom and to develop the ESL syllabus therein. The premise for this model is that students will gain more from this model because of the increase in learning opportunities and stresses the cross-accountability of language and information literacy concepts and skills.
This paper describes a new model for collaboration between librarians and ESL teachers, in which librarians will work with the instructors to match the objectives and concepts taught in the classroom and to develop the ESL syllabus therein. The premise for this model is that students will gain more from this model because of the increase in learning opportunities and stresses the cross-accountability of language and information literacy concepts and skills.
7. Esmaeili, H. (2002). Integrated Reading and Writing Tasks and ESL Students’ Reading and Writing Performance in an English Language Test. Canadian Modern Language Review/ La Revue Canadienne Des Langues Vivantes, 58(4), 599–620. http://doi.org/10.3138/cmlr.58.4.599.
This study explores whether content knowledge from reading would affect the processes and the products of adult ESL students’ writing and reading performance in an English language tests. This study reveal that when there is a common theme between the reading and writing, there is an improvement in the processes and the products of the students’ writing performance.
This study explores whether content knowledge from reading would affect the processes and the products of adult ESL students’ writing and reading performance in an English language tests. This study reveal that when there is a common theme between the reading and writing, there is an improvement in the processes and the products of the students’ writing performance.
8. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann.
This book focuses on the use of common teaching practices and the skills of the teachers in supporting their students’ progress and development through scaffolding and how to properly and effectively use scaffolding to provide a path to independence. The author gives examples and testimonies on how scaffolding techniques when done properly is basically good teaching and that these techniques pave the way in which students can eventually work independently.
This book focuses on the use of common teaching practices and the skills of the teachers in supporting their students’ progress and development through scaffolding and how to properly and effectively use scaffolding to provide a path to independence. The author gives examples and testimonies on how scaffolding techniques when done properly is basically good teaching and that these techniques pave the way in which students can eventually work independently.
9. Guler, N. (2013). Success with ELLs: Assessing ELL Students in Mainstream Classes: A New Dilemma for the Teachers. English Journal, 102(3), 126–129.
This article suggests practical approaches for mainstream teachers to incorporate in their instruction that would benefit not only ELL students, but all students. The author suggests the following: learn about the literacy background of the student, be careful with the language of question and provide language accommodations when necessary, give time, consider performance-based assessment, and gather data about ELL students from multiple sources. Because US classrooms have becoming increasingly multicultural and multilingual, the suggestions in this article and simple and would be useful in effectively conducting a 21st century classroom.
This article suggests practical approaches for mainstream teachers to incorporate in their instruction that would benefit not only ELL students, but all students. The author suggests the following: learn about the literacy background of the student, be careful with the language of question and provide language accommodations when necessary, give time, consider performance-based assessment, and gather data about ELL students from multiple sources. Because US classrooms have becoming increasingly multicultural and multilingual, the suggestions in this article and simple and would be useful in effectively conducting a 21st century classroom.
10. Hong-Nam, K., & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34(3), 399–415. http://doi.org/10.1016/j.system.2006.02.002.
This study examines language learning strategies in a college Intensive English Program (IEP) where the participants (ESL students) not only have to develop Basic Interpersonal Communication Skills (BICS), but more importantly their Cognitive Academic Language Proficiency (CALP), which is key to academic success in a college setting. The results show that students in an intermediate level use learning strategies than beginning and advanced levels and that students preferred to use metacognitive strategies most than strategies that used affective and memory skills. At the end of the study, conclusions and pedagogical implications are still being discussed.
This study examines language learning strategies in a college Intensive English Program (IEP) where the participants (ESL students) not only have to develop Basic Interpersonal Communication Skills (BICS), but more importantly their Cognitive Academic Language Proficiency (CALP), which is key to academic success in a college setting. The results show that students in an intermediate level use learning strategies than beginning and advanced levels and that students preferred to use metacognitive strategies most than strategies that used affective and memory skills. At the end of the study, conclusions and pedagogical implications are still being discussed.
11. Jia, Y., Eslami, Z. R., & Burlbaw, L. M. (2006). ESL Teachers’ Perceptions and Factors Influencing Their Use of Classroom-Based Reading Assessment. Bilingual Research Journal, 30(2), 407–430.
This study reports the findings on ESL teachers’ perceptions of classroom-based reading assessments. The data collected consisted of interviews, classroom observations, and assessment materials that ESL teachers used in their classrooms. The teachers viewed classroom-based reading assessments highly and considered them to be accurate and valuable as an effective tool in their daily classroom instructions. However, they viewed the statewide mandated standardized test negatively and they believed it does not help ELL students. These perceptions and beliefs have implications for teacher education programs and policymakers.
This study reports the findings on ESL teachers’ perceptions of classroom-based reading assessments. The data collected consisted of interviews, classroom observations, and assessment materials that ESL teachers used in their classrooms. The teachers viewed classroom-based reading assessments highly and considered them to be accurate and valuable as an effective tool in their daily classroom instructions. However, they viewed the statewide mandated standardized test negatively and they believed it does not help ELL students. These perceptions and beliefs have implications for teacher education programs and policymakers.
12. Jinyan Huang. (2009). Factors Affecting the Assessment of ESL Students’ Writing. International Journal of Applied Educational Studies, 5(1), 1–17.
This article reviews twenty major empirical studies on the different factors that affect ESL writing in assessments. These factors are divided into two categories: rater-related and task-related. Rater-related factors include the rating methods used, rating criteria, raters’ academic disciplines, professional experiences, linguistic backgrounds, tolerance for error, perceptions and expectations, and rate training. Task-related factors include the types of and difficulty levels of writing tasks. This study can be helpful in giving direction to the future studies in ESL writing assessments.
This article reviews twenty major empirical studies on the different factors that affect ESL writing in assessments. These factors are divided into two categories: rater-related and task-related. Rater-related factors include the rating methods used, rating criteria, raters’ academic disciplines, professional experiences, linguistic backgrounds, tolerance for error, perceptions and expectations, and rate training. Task-related factors include the types of and difficulty levels of writing tasks. This study can be helpful in giving direction to the future studies in ESL writing assessments.
13. Kasper, L. F. (1997). Assessing the Metacognitive Growth of ESL Student Writers. The Electronic Journal for English as a Second Language, 3(1). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume3/ej09/ej09a1/?wscr.
This article attempts to clarify the relationship between metacognition and ESL writing performance as many recent research suggests that there is a potential link between metacognitive knowledge and writing performance. In order to find this, the following questions were posed: 1) Does each of the components of the metacognitive model- personal, task, and strategy- have an equivalent effect upon the writing performance of ESL students? 2) Do these three components impact performance equally at different levels of English language proficiency? and 3) How do metacognitive models evolve as students advance in their English language development? Strengthening metacognitive skills play an integral part in ESL writing and developing that in instruction would be beneficial.
This article attempts to clarify the relationship between metacognition and ESL writing performance as many recent research suggests that there is a potential link between metacognitive knowledge and writing performance. In order to find this, the following questions were posed: 1) Does each of the components of the metacognitive model- personal, task, and strategy- have an equivalent effect upon the writing performance of ESL students? 2) Do these three components impact performance equally at different levels of English language proficiency? and 3) How do metacognitive models evolve as students advance in their English language development? Strengthening metacognitive skills play an integral part in ESL writing and developing that in instruction would be beneficial.
14. Lakin, J. M., Elliott, D. C., & Liu, O. L. (2012a). Investigating ESL Students’ Performance on Outcomes Assessments in Higher Education. Educational and Psychological Measurement, 72(5), 734–753.
Outcomes assessments is widely used in the United States in order to measure the knowledge and skills of students in colleges, including ESL students. However, there is little research documenting how ESL students perform in these assessment. This study investigates ESL students’ performance and the results suggests that there is a dire need for consideration for language learners in these outcomes assessment in higher education.
Outcomes assessments is widely used in the United States in order to measure the knowledge and skills of students in colleges, including ESL students. However, there is little research documenting how ESL students perform in these assessment. This study investigates ESL students’ performance and the results suggests that there is a dire need for consideration for language learners in these outcomes assessment in higher education.
15. Lee, Y.-W., & Sawaki, Y. (2009). Application of Three Cognitive Diagnosis Models to ESL Reading and Listening Assessments. Language Assessment Quarterly, 6(3), 239–263.
This study examines how the three psychometric models for cognitive diagnosis- the general diagnostic model, the fusion model, and latent class analysis- functions when applied to a large-scale ESL assessment for listening and reading comprehension assessments. The results reveal the consistency of classifying the examinees into two categories in most reading and listening skills: “non masters of all skills” and “masters of all skills.” The three models produced similar results but some minor differences were identified also.
This study examines how the three psychometric models for cognitive diagnosis- the general diagnostic model, the fusion model, and latent class analysis- functions when applied to a large-scale ESL assessment for listening and reading comprehension assessments. The results reveal the consistency of classifying the examinees into two categories in most reading and listening skills: “non masters of all skills” and “masters of all skills.” The three models produced similar results but some minor differences were identified also.
16. Li, J. (2006). The Mediation of Technology in ESL Writing and Its Implications for Writing Assessment. Assessing Writing, 11(1), 5–21.
This article investigate how the technological word processing tools affect the writing of ESL students on general writing and in writing in assessments. The study was conducted on twenty-one adult Mandarin-Chinese speakers with advanced English proficiency skills. Each participant took the assessments under exam-type conditions- with a computer and another with pen and paper. Results found that the participants incorporated more higher-order thinking activities and scored higher in the computer-generated assessment than with the pen-and-paper one. This suggests that educators should seriously consider the impact (and benefits) of computers on writing assessment, according to the authors.
This article investigate how the technological word processing tools affect the writing of ESL students on general writing and in writing in assessments. The study was conducted on twenty-one adult Mandarin-Chinese speakers with advanced English proficiency skills. Each participant took the assessments under exam-type conditions- with a computer and another with pen and paper. Results found that the participants incorporated more higher-order thinking activities and scored higher in the computer-generated assessment than with the pen-and-paper one. This suggests that educators should seriously consider the impact (and benefits) of computers on writing assessment, according to the authors.
17. New York City Board of Education, B., NY. Office of Bilingual Education. (1997). STARS for ESL. Strategies, Techniques and Resources: Meeting Higher Standards in Grades 6-8.
This book is a guide designed to provide teachers with strategies and techniques geared on enhancing the content are and language achievement of intermediate and advanced bilingual/ESL students. The book is divided into three sections: an introduction to materials and standards in the particular district where the studies were done, units with activities keyed to the specific standards, and finally, further information on current ESL methodologies and approaches across the curriculum.
This book is a guide designed to provide teachers with strategies and techniques geared on enhancing the content are and language achievement of intermediate and advanced bilingual/ESL students. The book is divided into three sections: an introduction to materials and standards in the particular district where the studies were done, units with activities keyed to the specific standards, and finally, further information on current ESL methodologies and approaches across the curriculum.
18. Petterway, A. L. (2006). Statewide Standardized Assessments and Their Impact on ESL Students (Vol. 23). Retrieved from http://eric.ed.gov/?id=ED491978.
Because of the importance put into standardized test, which are written and administered in English, to measure student achievement in core subject areas, this study looks at how these assessments impact ESL students. The concern is that the assessments are written in a language that ESL students may lack academic proficiency in. The author proposes that ESL population be considered in ranking school performance and to develop more culturally neutral assessments.
Because of the importance put into standardized test, which are written and administered in English, to measure student achievement in core subject areas, this study looks at how these assessments impact ESL students. The concern is that the assessments are written in a language that ESL students may lack academic proficiency in. The author proposes that ESL population be considered in ranking school performance and to develop more culturally neutral assessments.
19. Reid, J. M. (1987). The Learning Style Preferences of ESL Students. TESOL Quarterly, 21(1), 87. http://doi.org/10.2307/3586356.
This article reports the results of a questionnaire conducted on 1,388 students to identify their learning style preferences. Analyses of the questionnaires reveal that the learning style preferences of ESL students often differ from native English speakers. Other factors come into play also when identifying learning styles also, such as sex, length of time in the United States, level of education, field of study, etc. This study can be helpful when taking further considerations and creating modifications for language learners in assessments.
This article reports the results of a questionnaire conducted on 1,388 students to identify their learning style preferences. Analyses of the questionnaires reveal that the learning style preferences of ESL students often differ from native English speakers. Other factors come into play also when identifying learning styles also, such as sex, length of time in the United States, level of education, field of study, etc. This study can be helpful when taking further considerations and creating modifications for language learners in assessments.
20. Ruetten, M. K. (1994). Evaluating ESL students’ performance on proficiency exams. Journal of Second Language Writing, 3(2), 85–96. http://doi.org/10.1016/1060-3743(94)90009-4.
This research examines why ESL students have a difficulty passing holistically scored proficiency exams, and the role of error in regular coursework and exams, the nature of the exam and scoring procedure used, and students’ writing processes. Furthermore, the success of the ESL students are compared to notice English-speaking (NES) students. The products investigated are the exam and the appeals folder, which is a portfolio of writing done during the semester.) The results indicate that ESL students are twice as likely as NES students to fail the exam, but fare better in the appeals folders. In conclusion, holistically scored proficiency exams are difficult for ESL students and portfolio assessments may be more valid (fair) in judging their writing; therefore, the author suggests to train non-ESL faculty in evaluating ESL error during holistic readings.
This research examines why ESL students have a difficulty passing holistically scored proficiency exams, and the role of error in regular coursework and exams, the nature of the exam and scoring procedure used, and students’ writing processes. Furthermore, the success of the ESL students are compared to notice English-speaking (NES) students. The products investigated are the exam and the appeals folder, which is a portfolio of writing done during the semester.) The results indicate that ESL students are twice as likely as NES students to fail the exam, but fare better in the appeals folders. In conclusion, holistically scored proficiency exams are difficult for ESL students and portfolio assessments may be more valid (fair) in judging their writing; therefore, the author suggests to train non-ESL faculty in evaluating ESL error during holistic readings.
21. Song, B., & August, B. (2002). Using portfolios to assess the writing of ESL students: a powerful alternative? Journal of Second Language Writing, 11(1), 49–72. http://doi.org/10.1016/S1060-3743(02)00053-X.
This report describes the quantitative study that compared the performance of two groups of ESL students in collegiate English classes. One of the groups was assessed on the basis of portfolios and a writing assessment, while the other group was assessed using the writing assessment only. Students from the portfolio were permitted to advance to the subsequent course, regardless of their performance on the writing assessment, while the students in the non-portfolio group moved ahead only if the passed the assessment. This reveals, according to the authors, that portfolios are a more appropriate assessment alternative for the ESL population.
This report describes the quantitative study that compared the performance of two groups of ESL students in collegiate English classes. One of the groups was assessed on the basis of portfolios and a writing assessment, while the other group was assessed using the writing assessment only. Students from the portfolio were permitted to advance to the subsequent course, regardless of their performance on the writing assessment, while the students in the non-portfolio group moved ahead only if the passed the assessment. This reveals, according to the authors, that portfolios are a more appropriate assessment alternative for the ESL population.
22. Spangenberg-Urbschat, K., & Pritchard, R. (1994). Kids Come in All Languages: Reading Instruction for ESL Students. Order Department, International Reading Association.
This book is intended to help ESL students develop literacy in English, and identifies and answers the major questions in reading instruction for ESL students. This book addresses the known background issue surrounding the education of ESL students, provides specific suggestions to teachers and administrators for organizing for instruction and enhancing student learning, and presents concrete and practical ways that teachers can use to develop and implement authentic, meaning-centered instructional activities.
This book is intended to help ESL students develop literacy in English, and identifies and answers the major questions in reading instruction for ESL students. This book addresses the known background issue surrounding the education of ESL students, provides specific suggestions to teachers and administrators for organizing for instruction and enhancing student learning, and presents concrete and practical ways that teachers can use to develop and implement authentic, meaning-centered instructional activities.
23. Tannenbaum, J.-E. (1996). Practical Ideas on Alternative Assessment for ESL Students. ERIC Digest. Retrieved from http://eric.ed.gov/?id=ED395500.
This digest gives examples of measurements that are more appropriate for ESL students. Alternative assessment is especially useful for ESL students because they are enabled to show what they already know and integrate and produce with a new knowledge, rather than merely having them recall and reproduce information. These alternative assessment strategies include nonverbal assessment (physical demonstrations and pictorial products), KWL charts, and oral-performance-based assessments (interviews, role-plays, and oral reports.) These alternative assessments are very practical and helpful because they are adaptable for different situations.
This digest gives examples of measurements that are more appropriate for ESL students. Alternative assessment is especially useful for ESL students because they are enabled to show what they already know and integrate and produce with a new knowledge, rather than merely having them recall and reproduce information. These alternative assessment strategies include nonverbal assessment (physical demonstrations and pictorial products), KWL charts, and oral-performance-based assessments (interviews, role-plays, and oral reports.) These alternative assessments are very practical and helpful because they are adaptable for different situations.
24. Wintergerst, A. C., DeCapua, A., & Ann Verna, M. (2003). Conceptualizing learning style modalities for ESL/EFL students. System, 31(1), 85–106. http://doi.org/10.1016/S0346-251X(02)00075-1.
This article addresses the difficulty in developing an instrument with an established validity and readability when assessing the learning styles of ESL and EFL students. The study was conducted on three groups of language learners: Russian ESL students, Russian EFL students, and Asian students (Chinese, Korean, and Japanese). Results of the study indicate that ESL students learn English under three modalities: Project Orientation, Group Activity Orientation, and Individual Activity Orientation. Also, the results reveal that the students favor group work than individual activity. Classroom teachers can take this outcome into consideration when teaching ESL/EFL students.
This article addresses the difficulty in developing an instrument with an established validity and readability when assessing the learning styles of ESL and EFL students. The study was conducted on three groups of language learners: Russian ESL students, Russian EFL students, and Asian students (Chinese, Korean, and Japanese). Results of the study indicate that ESL students learn English under three modalities: Project Orientation, Group Activity Orientation, and Individual Activity Orientation. Also, the results reveal that the students favor group work than individual activity. Classroom teachers can take this outcome into consideration when teaching ESL/EFL students.
25. Youngs, C. S., & Youngs, G. A. (2001). Predictors of Mainstream Teachers’ Attitudes Toward ESL Students*. TESOL Quarterly, 35(1), 97–120. http://doi.org/10.2307/3587861.
The authors of this study looks at mainstream teachers’ attitudes toward ESL students and the predictors of these attitudes. A survey was done on 143 junior high/middle school mainstream teachers in the Great Plains region of the United States. Most of the teachers reported that they have a neutral to slightly positive attitude toward the prospect of teaching more ESL students in the future. The predictors that they found include completion of foreign language or multicultural education courses, ESL training, experience abroad, work with diverse ESL students, and gender. The authors suggests that these predictors contribute into positive ESL-related attitudes and argue that mainstream teachers should have more opportunities for learning about cultural diversity.
The authors of this study looks at mainstream teachers’ attitudes toward ESL students and the predictors of these attitudes. A survey was done on 143 junior high/middle school mainstream teachers in the Great Plains region of the United States. Most of the teachers reported that they have a neutral to slightly positive attitude toward the prospect of teaching more ESL students in the future. The predictors that they found include completion of foreign language or multicultural education courses, ESL training, experience abroad, work with diverse ESL students, and gender. The authors suggests that these predictors contribute into positive ESL-related attitudes and argue that mainstream teachers should have more opportunities for learning about cultural diversity.
