Volume 5 Issues 3&4 (2016-12-31)

Volume 5 Issues 1&2 (2016-06-30)

Volume 4 Issues 3&4 (2015-12-31)

Volume 4 Issues 1&2 (2015-06-30)

Volume 3 Issue 4 (2014-12-31)

Volume 3 Issue 3 (2014-09-30)

Volume 3 Issue 2 (2014-06-30)

Volume 3 Issue 1 (2014-03-31)

Volume 2 Issue 4 (2013-12-31)

Volume 2 Issue 3 (2013-09-30)

Volume 2 Issue 2 (2013-06-30)

Volume 2 Issue 1 (2013-03-31)

Volume 1 Issue 2 (2012-12-31)

Volume 1 Issue 1 (2012-09-30)

Journal: Language and Communication Quarterly

Volume 5 Issues 3&4 (2016-12)


Article 1:
Investigating Gender Item Differential Item Functioning in English Pragmatic Competence Test for Chinese Students
Niagara University, United States
Niagara University, United States

Using item response theory (IRT) as a statistical framework, a gender-based differential item functioning (DIF) analysis was conducted to determine if Chinese college male and female students performed differently on each question of the English Pragmatic Competence Test for Chinese College Students. SIBTEST analysis indicated that four items displayed DIF and potentially led to gender bias. Results of this study have important implications for non-native language teachers, students, test developers, and administrators.


Article 2:
Examining Assessment Practices in Chinese TertiaryEnglish Classrooms
Hunan First Normal University, China

This study investigated tertiary English-as-a-foreign-language (EFL) teachers’ assessment practices in China. The following three questions guided the study: a) What kind of assessment techniques do Chinese tertiary EFL teachers use in their classrooms? b) To what extent do Chinese tertiary EFL teachers monitor and scaffold their students to support learning? c) Are there significant differences in the perceived monitoring and scaffolding practices among Chinese tertiary EFL teachers across demographic variables? The current study yielded some significant findings. For example, Chinese EFL teachers employ many different techniques to assess students in the classroom and they monitor and scaffold students’ learning to a great extent. However, significant differences exist among teachers across their academic titles, colleges they graduated from and training in language assessment. Important implications are discussed.


Article 3:
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