Abstract

Many intensive English language students take pretests and posttests at the beginning and end of each semester to determine proficiency gains. Nevertheless, it may not be clear what kinds of gains should be expected over the course of a single semester or how those gains might be influenced by factors such as the learner's first language (L1) or prior proficiency. This study used repeated measures ANOVA and nonparametric tests to examine the speaking and writing pretest and posttest scores of 2331 Novice Mid to Advanced Mid ESL learners over a 15-week semester. Results show that while students on average progressed in speaking and writing, they did not meet the curricular goal of advancing a full proficiency sublevel in these skills. Results suggest that though L1 may have a slight impact on language development over one semester, the effect of prior language proficiency was much more dramatic, with large gains for lower-proficiency learners compared to higher-proficiency learners who slowed or regressed in their proficiency, F(1,756) = 367.5, p < .001, ηp2 = .327. Findings have important implications for pedagogical expectations, especially for learners with a more advanced proficiency who may have different needs compared to lower-proficiency learners.

Degree

MA

College and Department

Humanities; Linguistics

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2022-12-15

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd13087

Keywords

second-language proficiency, language acquisition, speaking, writing, ACTFL

Language

english

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