An Investigation
of the General and Academic English
X-Tests in Measuring Grammatical
Competence
of Thai Science Students
Kanchana Prapphal
Chulalongkorn University Language
Institute |
Abstract
|
|
This study
investigates the role of the X-tests in these aspects: 1) Can they be used
as an instrument to observe the ability to transfer language competence
from General English to Academic English?; 2) If so, which type of grammatical
competence can they measure better, syntactic competence or lexical competence;
and 3) Is there any difference in the retention of grammatical competence
measured by the General English X-Test and the Academic English X-Test?
Forty-eight third year Thai students enrolled in the Faculty of Science,
Chulalongkorn University in 1994 participated in this study. It was
found that the X-tests were reliable and had concurrent validity with the
English for Academic Achievement Tests. The X-tests could be used
as a means to examine the ability to transfer language competence from
General English to Academic English. They could assess lexical competence
better than syntactic competence. In terms of retention, the X-tests
could be employed to measure the subjects' ability to retain grammatical
competence both in General English and Academic English. |
The X-Test has recently been introduced in language testing research as
a means to measure language proficiency. The X-Test is a test which
has been developed from the Cloze Test and the C-Test. While the
Cloze Test deletes every nth word, the C-Test deletes the second half of
every second word. Conversely, the X-Test deletes the first rather
than the second half of every second word. |
A few researchers have examined the X-Test in various settings. For
example, Sigott and Koberl (1993) compared the X-Test and the C-Test in
assessing language proficiency of German learners. They concluded
that the X-Test was more appropriate than the C-Test when used with advanced
learners because the former was more powerful in providing sufficient discrimination
among subjects or tests. Boonsothorn (1990) reported that the X-Test
and the C-Test were highly reliable and valid for both L1 and L2 samples
although the two tests had different factor structures. Prapphal
(1994) examined the X-Test and the C-Test with first-year science-oriented
Thai university students and found that the tests were reliable and had
concurrent validity with the proficiency test, the achievement test and
GPA. However, the X-Test appeared to be more closely related to the
cognitive and academic skills than the C-Test.
The relationship between the cognitive and academic skills may be explained
in terms of "Academic English". Although the issue of the interrelationship
between "General English" and "Academic English" is not conclusive, some
studies provide explanations about the interrelationship. Prapphal
(1990) investigated three research studies in language testing dealing
with "General English" and "English for Academic Purposes" conducted at
Thai universities. She pointed out that the general English tests
correlated more highly with the General English Course than with the English
for Academic Purposes Course in the first study. In the second study
there were direct and indirect relationships between subskills of General
English and English for Academic Purposes tests. As regards the third
study, there appeared to be underlying relationships between General English
and English for Academic Purposes tests. She concluded that there
may be a transfer of some language subskills across content. Thai
students seemed to transfer vocabulary, structure, and reading skills in
General English to those in English for Academic Purposes. However,
the students appeared to lack the ability to transfer writing skills from
General English to English for Academic Purposes.
Another aspect of the relationship between General English and Academic
English can be viewed from the theory of schema. Carrell (1984) called
the background knowledge of the content area of a text "a content schema"
and Hudson (1991) further proposed "technical content schema" to refer
to the content from English for Specific Purposes (ESP). Thus, different
schemata might operate in different types of texts.
Although the X-Test has been studied in language testing, there is no study
which examines its role as a means to measure the ability of language learners
to transfer grammatical competence across content, especially Thai language
learners. Specificly, this study aims to investigate the following
aspects of the X-Test:
1. Can
the X-Test be used as a means to investigate the ability to transfer language
competence from General English to Academic English?
2.
If the X-Test can measure transferable ability, which grammatical competence
can it measure better, syntactic competence or lexical competence?
3.
Is there any difference in the retention of grammatical competence as measured
by the General X-Test and the Academic X-Test? |
Forty-eight third year Thai students enrolled in the Faculty of Science,
Chulalongkorn University in 1994 participated in this study. They
took the English for Academic Purposes (EAP) Course offered by the Chulalongkorn
University Language Institute. Their major areas of studies varied.
Some studied Chemical Engineering and others studied Botany, Photography
and Computer Science. Their English proficiency also differed.
The average English grade was 2.30 while the average GPA was 2.68.
There were 19 male students and 29 female students. |
Instruments
Two X-tests were employed in this study. One was adapted from the
Bangkok Post, March 6, 1994 and the other was taken from New Scientist,
March 6, 1993. The content of the first X-test was considered "General
English" in that it was about a bus crash (See Appendix A). The content
of the second X-test was more related to "Academic English". It was
about the ozone holes in the Arctic (See Appendix B). Although the
two tests differed in content, the number of blanks deleted was equal.
There were sixty-one deletions in each test. The number of deleted
function words and content words was quite similar. There were eighteen
function words in the General English X-Test and twenty-two in the Academic
English X-Test. As regards content words, there were forty-three
in the former and thirty-nine in the latter. The reliability coefficient
of the General English X-Test, using the Cronbach alpha, was .820 and that
of the Academic English X-Test was .846. |
Test Administration and Scoring
The tests were administered on June 6, 1994 which was the first day of
instruction, and they were given to the subjects again at the end of the
semester on August 31, 1994. The ordering effect of giving the tests
was considered in the study. The subjects who got the General English
X-Test first in the pre-test got the Academic English X-Test first in the
post-test and vice versa. Each administration lasted one hour.
Scoring was carried out following the "exact word" method. No credit
was given if there was misspelling. Each blank counted one point. |
Data Analysis
To answer the first research question, "Can the X-Test be used as a means
to examine the ability to transfer language competence from General English
to Academic English?,” Pearson correlation coefficients were calculated
using SPSSPC. If the subjects were able to transfer knowledge of
General English to Academic English, the correlation between the General
English X-Test and the Academic English X-Test should be significantly
and highly correlated. Table 1 presents the means, percentage, and
standard deviations of the General English X-Test, the Academic English
X-Test, the Academic English Mid-Term Achievement Test, and the Academic
English Final Achievement Test. |
Table 1
Means, Percentage,
and Standard Deviations of the
General English X-Test
(GEX), the Academic English X-Test
(AEX), the Academic English
Mid-Term Achievement Test
(AEMA), and the Academic
English Final Achievement Test (AEFA) |
|
Variables |
X |
% |
SD |
1 |
GEX (pre-test) |
32.292 |
52.938 |
6.773 |
2. |
GEX (post-test) |
37.833 |
62.021 |
6.336 |
3. |
AEX (pre-test) |
29.396 |
48.190 |
7.615 |
4. |
AEX (post-test) |
36.813 |
60.349 |
5.603 |
5. |
AEMA |
44.896 |
74.827 |
8.959 |
6. |
AEFA |
26.313 |
52.626 |
8.450 |
|
N = 48 |
|
|
|
|
The subjects
did the post-tests, both in the General English X-Test and the Academic
English X-Test, better than the pre-tests. The means of the pre-tests
of the GEX and the AEX were 32.292 and 29.396 respectively. Those
of the post-tests were 37.833 and 36.813. They did the GEX better
than the AEX. This may be due to the difficulty of the text or the
subjects may have been more familiar with the GEX dealing with a
road accident than with the AEX which deals with ozone holes. Since
they had not studied the English for Academic Purposes (EAP) Course, they
might have lacked "technical content schema" so they did not perform well
in the pre-test. However, after taking the EAP course, the subjects
did better. Table 2 gives the correlation coefficients of the variables. |
Table
2
Correlation
Coefficients of the GEX, AEX, AEMA, and AEFA |
|
Variables |
GEX(pre) |
GEX(post) |
AEX(pre) |
AEX(post) |
AEMA |
AEFA |
1 |
GEX (pre-test) |
1.000 |
.765** |
.674** |
.601** |
.561** |
.680** |
2. |
GEX (post-test) |
|
1.000 |
.530** |
.626** |
.634** |
.514** |
3. |
AEX re-test) |
|
|
1.000 |
.476** |
.385* |
.487** |
4. |
AEX (post-test) |
|
|
|
1.000 |
.433* |
.481** |
5. |
AEMA |
|
|
|
|
1.000 |
.706** |
6. |
AEFA |
|
|
|
|
|
1.000 |
|
N = 48 |
**p <.01 |
*p< .05 |
|
|
|
|
|
The variables significantly correlated. The highest correlation was
between the GEX (pre-test) and the GEX (post-test). The correlation
coefficient was .765. The correlation coefficient between the GEX
(pre-test) and the AEX (pre-test) was .674 and that between the GEX (post-test)
and the AEX (post-test) was .626. This suggests that the subjects
could transfer language competence from General English to Academic English
to a certain extent although the ability to transfer is not as high as
that in General English. Thus, the X-tests might be used to observe
the ability to transfer language competence across content. However,
the tests seem to measure the ability to transfer language competence in
General English better than in Academic English. This may be due
to the subjects' training experience. They had studied General English
for at least eight years while they had studied Academic English for only
one semester. |
To answer the second research question, "Which grammatical competence can
the X-tests measure better?,” a subsequent analysis was carried out.
According to Bachman (1990), grammatical competence is the knowledge of
structures and lexis. In this study, knowledge of structures was
measured by the subjects' ability to fill in the blanks which were function
words (prepositions, articles, conjunctions, and pronouns) on the two X-tests.
Likewise, the knowledge of lexis was assessed by the subjects' ability
to complete the blanks which were content words (nouns, verbs, adjectives
and adverbs) of the X-tests. Pearson correlation was again computed
to find the relationship between the syntactic competence and lexical competence
of the subjects represented by the General English X-Test and Academic
English X-Test. Table 3 illustrates the results. |
Table
3
Correlation Coefficients
of the Studied Variables |
|
Variables |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
1 |
SCPRGX |
1.000 |
.400* |
.587** |
.422* |
.537** |
.427* |
.279 |
.361* |
2. |
LCPRGX |
|
1.000 |
.450** |
.751** |
.379* |
.602** |
.400* |
.556** |
3. |
SCPOGX |
|
|
1.000 |
.582** |
.217 |
.247 |
.520** |
.506** |
4. |
LCPOGX |
|
|
|
1.000 |
.322 |
.607** |
.317 |
.588** |
5. |
SCPRAX |
|
|
|
|
1.000 |
.493** |
.478** |
.287 |
6. |
LCPRAX |
|
|
|
|
|
1.000 |
.263 |
.402* |
7. |
SCPOAX |
|
|
|
|
|
|
1.000 |
.466** |
8. |
LCPOAX |
|
|
|
|
|
|
|
1.000 |
|
N = 48 |
**p <.01 |
**p<.001 |
|
|
|
|
|
|
|
1. SCPRGX
= syntactic competence of the Pre-General X-Test
2. LCPRGX = lexical competence
of the Pre-General X-Test
3. SCPOGX = syntactic competence
of the Post-General X-Test
4. LCPOGX = lexical competence
of the Post-General X-Test
5. SCPRAX = syntactic competence
of the Pre-Academic X-Test
6. LCPRAX = lexical competence
of the Pre-Academic X-Test
7. SCPOAX = syntactic competence
of the Post-Academic X-Test
8. LCPOAX = lexical competence
of the Post-Academic X-Test |
As regards syntactic competence, the Pre-General X-Test correlated significantly
with the Post-General X-Test and the Pre-Academic X-Test. The correlation
coefficients were .587 and .537 respectively. However, the relationship
between the Pre-General X-Test and the Post-Academic X-Test was not significant.
The correlation coefficient was .279. This suggests that the ability
to transfer syntactic competence across content might not be stable.
After being trained in the EAP course, some subjects might have developed
their syntactic knowledge in Academic English. However, the ability
to transfer syntactic knowledge within the same content appears to be more
stable. |
Concerning lexical competence, the pattern of the relationship seems to
be more consistent. All correlation coefficients were significant.
The strongest relationship was between the Pre-General X-Test and the Post-General
X-Test (r = .751). The relationship between the Pre-Academic X-Test
and the Post-Academic X-Test was not as strong as that in the General English
tests. The correlation coefficient was .402. Again, this might
be due to the effect of training. Some subjects might have been more
familiar with the academic content and had "technical content schema" so
their performance in the Post-Academic X-Test was different from that in
the Pre-Academic X-Test. In conclusion, in terms of grammatical competence,
the X-Tests appear to measure lexical competence better than syntactic
competence, and they seem to measure lexical competence and syntactic competence
within the same content better than across content. Experimental
research studies can give more revealing information about such relationships. |
To examine the subjects' ability to retain grammatical competence, i.e.
syntactic competence and lexical competence, when measured by the General
English X-Test and the Academic English X-Test, t-tests (correlated samples)
were calculated. Table 4 shows the means, percentage, standard deviations,
t-values and gained percentage of the variables. |
Table
4
Means, Percentage, Standard
Deviations,
T-Values and Gained Percentage
of the SCPRGX, SCPOGX,
LCPRGX, LCPOGX, SCPRAX, SCPOAX,
LCPRAX and LCPOAX |
|
Variables
|
N
|
X
|
%
|
SD
|
t
|
gained % |
1 |
a. SCPRGX |
18 |
13.083 |
72.683 |
2.789 |
|
|
|
b. SCPOGX |
18 |
14.583 |
81.017 |
1.944 |
-4.560*** |
8.334 |
2. |
a. LCPRGX |
43 |
19.188 |
44.623 |
5.152 |
|
|
|
b. LCPOGX |
43 |
23.250 |
54.070 |
5.004 |
-7.850*** |
9.447 |
3. |
a. SCPRAX |
22 |
13.521 |
61.459 |
3.352 |
|
|
|
b. SCPOAX |
22 |
16.229 |
73.763 |
2.434 |
-6.130*** |
12.304 |
4. |
a. LCPRAX |
39 |
15.896 |
40.759 |
5.348 |
|
|
|
b. LCPOAX |
39 |
20.604 |
52.831 |
4.025 |
-6.220*** |
12.072 |
|
N = 48 |
***p < .001 |
|
|
|
|
|
|
The subjects improved significantly in both syntactic competence and lexical
competence of General English and Academic English. With regard to
syntactic competence, the subjects improved more in Academic English than
in General English. The t-value for Academic English was -6.130 and
that of General English was -4.560 and the gained percentage was 12.304%
and 8.334%, respectively. Similarly, they did better on Academic
English than on General English regarding lexical competence. The
t-values were -6.220 and -7.850 and the gained percentage was 12.072% and
9.447%, respectively. The EAP course might have helped to familiarize
the subjects with "technical content schema" so they did better on both
syntactic competence and lexical competence. It is also interesting
to observe that although the subjects did not study General English, they
could retain grammatical competence. However, the effect of their
familiarity with the tests cannot be ruled out. |
Conclusions
The X-tests as examined in this study can be used as a measure to investigate
the ability to transfer language competence from General English to Academic
English. The General English X-Test and the Academic English X-Test
were found to be reliable and to have concurrent validity with the Academic
Achievement Tests. As regards grammatical competence, the X-Tests
appear to measure lexical competence better than syntactic competence.
The subjects seemed to transfer both lexical competence and syntactic competence
within the same content better than across content. |
In terms of the retention of grammatical competence, the X-Tests can be
employed to assess the subjects' ability to retain both syntactic knowledge
and lexical knowledge in General English and Academic English. The
training provided in an EAP course might enhance the subjects' "technical
content schema,” leading them to improve their syntactic competence as
well as lexical competence when measured by the Academic English X-Test.
More research studies should be carried out to investigate the role of
the X-tests in measuring the ability to transfer grammatical competence
across modalities and disciplines using subjects from different backgrounds. |
References
-
Bachman, L.F. (1990). Fundamental Considerations
in Language Testing. Oxford: Oxford University Press.
-
Boonsathorn, S. (1990). "C-Test/MC-Test as a Tool
for Measuring English Proficiency." Paper presented at SEAMEO Regional
Language Centre on Language Testing and Language Programme Evaluation.
April 9-12, 1990 in Singapore.
-
Carrell, P.L. (1984). "Evidence of a Formal Schema in
Second Language Comprehension.” Language Learning. Vol. 34,
no. 2, pp. 87-112.
-
Hudson, T. (1991). "A Content Comprehension Approach
to Reading English for Science and Technology.” TESOL Quarterly.
Vol. 25, no. 1, pp. 77-104.
-
Prapphal, K. (1990). "The Relevance of Language Testing
Research in the Planning of Language Programmes." ERIC ED 320 451.
-
Prapphal, K. (1994). "A Study of the C-Test and the X-Test
Performed by First-Year Science-Oriented University Students.” PASAA.
Vol. 24, December, pp. 16-23.
-
Sigott, G. and Koberl, J. (1993). "Validating the
X-Test.” In Language Testing Update. Issue 14-Autumn 1993,
pp. 53-58.
|
Appendix A |
Name: _______________________________
Registration No.:_____________
Faculty: ______________________________
Major: _____________________ GPA: ________________________________
Grade: FE I: _________________________
FE II: ______________________
_____________________________________________________________________
Read the following news report
and fill in each blank with a letter.
Peru bus crash kills 44, injures
33
About
44 Easter holiday travelers were killed and 33 injured when a bus careened
off a road in Peru's central Andes and plunged 400 metres down an abyss,
police said on Friday. |
|
The _ _
_ _dent occurred _ _ _ _sday night _ _ _ve
Izcuchaca, a _ _wn 85 km _ _ _th of _ _is provincial
_ _ _ _tal
and _ _ _ut 230 km _ _st of Lima.
_ _ _cue teams _ _ _ked on _ _ _day to _ _ _ _ver the
_ _ _ies of _ _e victims, _ _ _ _ _ding adults _ _d
children.
_ _ _ _ _sses said _ _e bus _ _nt off _ _e edge _f
the _ _ad
after _ _ _ _ing a _ _ _ _ler truck, _ _ _ _led down
_ _e side
_f the _ _ _ _tain and _ _me to a _ _lt a _
_w metres _ _om the
Mantaro River.
_ _ _ice did _ _t give a _ _ _se for _ _e crash,
_ _t wit-
nesses _ _ _med it _n the _ _ _ _ _ _ _rating road.
_ _st of _ _e passengers _ _re on _ _ _ir way _o spend
_ _e
long _ _ _ _day weekend _ _th family _ _ _ _ers in
_ _ _er towns.
_ _ _ _ _ _ _ication of _ _l victims _ _s difficult
_ _ _ _use many _ _re picked _p along _ _e route _
_d not _n the
_ _ _ _ _nger list.
The injured were transported by railway to a hospital
in
Huancayo, police said.
The Bangkok Post
|
|
Appendix B
Name: __________________________
Registration No.___________________
Faculty: ________________________
Major: __________________________
Grade: FE I: _____________________
FE II: ___________________________
___________________________________________________________________
Read the following text and fill
in each blank with a letter. |
|
Perforations appear in Arctic ozone "Mini-holes" have opened in the ozone layer over northern
Europe and Canada in the past few weeks. But,
_ _ _ _ _ding to
_ _e British _ _ _ _ _ctic Survey's _ _ _ne secretariat,
_ _ey
are "_f anything, _ _re transitory _ _d less _ _ep
than _ _st
year".
_n recent _ _ _rs the _ _ _ne layer _ _s thinned _
_er both
_ _e Arctic _ _d Antarctic _ _ch spring. _ _t
the _ _ _tic has
_ _t to _ _ _fer the _ _ep, widespread _ _d sustained
_ _ _ne
loss _ _en each _ _ar over _ _ _ _ _ctica. Press
_ _ _ _rts last
_ _ _ _end revealed _ _at, locally _ _d for _ _ _rt
periods,
_ _ _ne levels _n the _ _ _er atmosphere _ _ll during
_ _e past
_ _ _th to _ _ _ _een 10 _ _d 40 _ _ _ _ent below
_ _ _mal as
_ _r south _s Shetland.
_ _ _ch is _ _e most _ _ _ _ _rous month _ _r the _
_ _tic
ozone _ _ _er, as _ _e solar _ _ _ _ _tion that _
_ _ves ozone-
_ _ _ _ _oying chemical _ _ _ _ _ions increases _
_ _er the
formation of large areas of high pressure in the lower
atmosphere
both lowers ozone levels, by squeezing the ozone layer
above,
and may provide the very cold conditions in which
ozone destruction
is greatest.
New Scientist
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