Teacher self-efficacy has been identified as an important characteristic of teachers that can positively influence both teacher and student outcomes. The relationship between teachers’ self-efficacy and their linguistic proficiency, however, is yet to be investigated. The present study was an attempt to examine the rather under-researched issue of teachers’ level of linguistic competence in the...

We propose a reading time model for learners of English as a foreign language (EFL) that is based on a learner’s reading proficiency and the linguistic properties of sentences. Reading proficiency here refers to a learner’s reading score on the Test of English for International Communications (TOEIC), and the linguistic properties are the lexical, syntactic and discourse complexities of a sente...

This study examined the relationship between performance on standardized measures of language proficiency and conversational measures of the same features used in academic discourse among 24 monolingual and 25 bilingual kindergarteners. Academic discourse performance was considered for both its linguistic and its genre features in two discourse forms: narrative and explanation. Bilinguals perfo...

Automaticity and real-time aspects of performance are directly relevant to L2 spoken language proficiency. This paper analyzes data from L2 speakers of English and Spanish spread over a range of proficiency levels as identified by traditional holistic, rubric-based human ratings. In spontaneous speech samples from these L2 populations, we studied timed measures of spoken fluency (linguistic uni...

In teaching and learning of English as a foreign language, the Internet serves as a source of authentic listening material, enabling learners to practice English in real contexts. An adaptive computer-assisted language learning and teaching system can pick up news clips as authentic materials from the Internet according to learner listening proficiency if it is equipped with a listenability mea...

This study investigates relationships between global oral proficiency ratings and measures of grammatical competence in the acquisition of Korean as a second language. Data were collected on the linguistic abilities of learners’ at 1+ to 4 on the ILR scale, focusing on perception and production in phonology, morphology, syntax, lexis and collocation. The results show that (i) most of the tasks ...

This study examines the links between L2 linguistic knowledge, L2 listening strategy use, self-determined motivation, and L2 listening anxiety relative to L2 listening proficiency. Prior theoretical and empirical work suggests that these variables are interrelated in complex ways, and this hypothesis is tested here using structural equation modeling with a sample of 300 high school foreign lang...

Teachers can assess the pronunciations of students independently of extra-linguistic features such as age and gender observed in the students’ utterances. This capacity is, however, difficult to realize on machines because linguistic differences and extra-linguistic differences change acoustic features commonly. Therefore, the performance of automatic pronunciation assessment is inevitably affe...

linguistic/cultural differences of learners’ native language with english as a foreign language, gender and english proficiency level are among those numerous variables which affect english learning and its quality in iranian context. the present study was an attempt to illuminate the effects of these variables on performing integrative approach of general english tests (cloze test and recall t...