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1 – 2 of 2This study examines the test's predictive validity of English language performance and compares test constructs to identify the most effective predictors of English language…
Abstract
Purpose
This study examines the test's predictive validity of English language performance and compares test constructs to identify the most effective predictors of English language performance.
Design/methodology/approach
Data were collected and analysed from test scores of students enrolled in the foundation year (N = 84) and level 2 (N = 127) in the faculty of English at a Saudi university using correlation and regression tests.
Findings
The findings revealed that the General Aptitude Test (GAT) is effective in predicting English performance for students in level 2 and that the error detection task is the most effective predictor of performance in English reading.
Practical implications
The study provides support for the validity of the GAT as a university admission requirement for English language courses in the Arabic-speaking world.
Originality/value
This study examines the GAT's power using a fine-grained approach by deriving scores from its breakdown constructs to predict the performance of English skills at the university level.
Details
Keywords
Adil Mohammed Qadha and Baleigh Qassem Al-Wasy
This paper aims to examine the impact of using visual grammar on learning participle adjectives by EFL (English as a Foreign Language) learners.
Abstract
Purpose
This paper aims to examine the impact of using visual grammar on learning participle adjectives by EFL (English as a Foreign Language) learners.
Design/methodology/approach
The study follows an experimental design in which two groups participated in the study. The experimental group used visual grammar tools in learning participle adjectives. The control group was taught the participle adjectives in a traditional way. A pre–post test was designed and presented to the participants in the two groups.
Findings
The results showed that the experimental group made statistically significant improvements in their performance in using participle adjectives due to the use of visual grammar tools.
Research limitations/implications
The current study is only limited to the effect of visual images on a particular grammatical issue, that is participle adjectives. Besides, the study does not include the gender variable; there may be variation in the results depending on the variable of gender.
Practical implications
The present study can provide language instructors with some guidelines on how to incorporate visual grammar applications in teaching grammar aspects. Learners can also be encouraged to have a better understanding of English grammar, using the different connotations of visual images.
Social implications
Using visual images in teaching grammar will increase the learners' ability to think beyond their classroom environment. They can use this experience whenever they face visual images in different societal activities.
Originality/value
This paper is one of the initial attempts to investigate the effect of using visual grammar on learning participle adjectives.
Details