Kamar Fayez Classroom Assessment and Program

201870032 Dr. Fiona S. Baker PhD

Review of Issues of Language Assessments for Non-

native Speakers of English
English is an international language that is mostly used widely for global and
international communication. There are two types of English speakers the
native speakers and the second language speakers. It is used as a basis to
employ people, to teach, and as the medium of interaction and instruction in
the world’s top universities as well. It became critical matter for those who
intend to study and work in an English context and it is now acquired through
formal education and has its measuring tool for assessment. Second
language as knows as L2 don’t take the same assessment as the first
language and known as L1. And at this paper it will reflect the issues of
language assessment confronting L2 speakers of English and the aims and
solutions used in dealing with L2 language assessment issues. And lastly it
identifies the gaps in literature that has the aim of encouraging language
assessment.

In the article the author, Abigail (2017) published in “Review of Issues of

language assessment”, Vol. 14, No. 3, 157-168 mentioned that English
Language Learner (ELL) is a learner who still developing proficiency in English.
Most of the ELL are belongs to minority groups located in poor areas that lack
the needed infrastructure to provide them with the needed education.

Issues of ELLs and High Stakes Test Achievement

In the article ‘Review of Issues of Language Assessments for Non-Native

Speakers of English’ the author discusses seven issues related to the challenges
faced by non-native English speakers when taking language assessments in
general such as, the TOEFL and the IELTS. These issues concern culture, dialects,
inequity and curriculum and testing, English proficiency and validity of the
assessments.

The first issue mentioned is social inequity in the TOEFL and IELTS testing
system. By this, the authors mean that test taking is expensive. Teaching for
these examinations is also expensive and beyond the reach of some
populations. In addition to this, computer facilities are not available in certain
regions of the world and this disables the test-taker because experience in
taking tests on the computer is limited. This is fact because to take these high
stakes tests is expensive and for some, prohibitive. I agree that this creates
social inequity in terms of access to study. The solution offered by the author is
to not require TOEFL or IELTS scores from this population but rather to provide
Foundation courses at the University for students who have limited access to
funds. Another argument presented is that students who have been taught in
English in their home countries should not be required to take the test.
Kamar Fayez Classroom Assessment and Program
201870032 Dr. Fiona S. Baker PhD

To my mind, this solution is weak because in reality, all students have to take
the entry test to enter the courses and then, fund themselves for the duration. A
better solution would be to tailor to the needs of the individual student. Or an
alternative is, what is suggested by the author, to move from assessing the
grammatical knowledge of the test-taker to assessing the communicative
quality.

The second issue mentioned is the lack of validity and equity as the overlooked
the difficulties of the language and cultural background of the learners as 9.3%
of the students are L2 speakers of English and this negatively affects their
performances and results in their test achievement.
This is fact as the test offered to those L2 speakers affects their
comprehension and interpretation of the test. I agree that this creates a
social inequity and unfairness for students. The solution offered by the authors
is that the tests should be given to students with different cultural
backgrounds in English and also in own their native language. Another
argument presented is that how to give an English test in another language
and can be devoid of the English cultural constructs. In my opinion, this
solution is weak because in reality, all students should be able to attend test
in English and take the test in its original language and not to be translate it
to another language as it will lose its original aim. Another solution can be to
tailor the needs of the ELLs and to train them more on English test and get the
familiar with the most used words to be able to read easily.

The third issue mentioned is the culture differences among the L1 and L2
speakers learning English that results of an issue of having difficulty the
evaluator faces in understanding the L2 speakers. This resulted in misinterpret
responses of L2 speakers that negatively impact on the performance and
achievement of the L2 speakers. I completely agree with this issue as L2
speakers will express themselves in simple and low-level English. The solution
offered by the authors is increasing the fairness and validity of assessment to
improve the equity for the minority language groups.
In my opinion, this solution is well constructed as we need to increase and
improve the fairness and validity of the assessment to make sure all of the
groups are treated the same while correction.

The fourth issue mentioned is British West Indian Caribbean (BWIC) was
classified as English speaking students as most of them where from another
language in US that led to less support for those students and they didn’t
have the extra help in the school system that was reflected on their
achievement rates. I agree with this issue as those students shouldn’t be
considered as English speakers and should have the extra help. The solution
stated by the authors was to acknowledge the need of BWIC and the
subsequent institution to have remedial programs for those students to assist
them in learning English.
Kamar Fayez Classroom Assessment and Program
201870032 Dr. Fiona S. Baker PhD

In my point of view, the solution is perfect and suits the BWIC students that will
give them the extra help to support them with English language and work on
improving their skills and performance rates.

Conclusion

According to Abedi (2000), language is important it measures the language

and the content courses. Also, English learning is very critical and there is a
significant correlation between proficiency in English and performance in
Mathematics.
English is difficult for all learning and specially for the second speaker of the
English and it’s hard to achieve and there should be always support to those
students to assist them in performing better and acquiring the skills needed
for their future aspects.
Finally, regarding the concerns and impacts of an examination on the
learning and teaching process (students, educators and further on the
materials), there must be an important attention toward the IELTS/TOEFL
washback in order to improve in its authenticity and usefulness.
Kamar Fayez Classroom Assessment and Program
201870032 Dr. Fiona S. Baker PhD

References

Abigail, A. K. (2017). Review of Issues of Language Assessments for Non-native

Speakers of English. Vol. 14, No. 3, 157-168.