Faculty of Education - Theses
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ItemRater consistency and judgment in the direct assessment of second language writing ability within the certificates in spoken and written English( 1998)The introduction of competency-based models of language and literacy education in Australia has, to a large degree, coincided with an increased emphasis on direct assessment as the most common means of evaluating second language writing ability within the Adult Migrant English Program. The key problem in directly assessing writing ability is having two or more raters arrive at a similar judgment or rating for the same piece of writing. While there is a long tradition of research on rater consistency and judgment in the holistic assessment of writing ability, similar research on the direct assessment of second language writing ability within the context of competency-based language and literacy education is almost non-existent. This study aims to determine the degree to which the performance criteria designed to assess second language writing ability within the Certificates in Spoken and Written English can ensure acceptable levels of rater consistency, and to describe the decision-making behaviours and strategies used by raters when reading for the purposes of assessment. The think-aloud verbal reports of six experienced ESL raters assessing three texts written by intermediate level adult ESL learners were transcribed and subjected to a rigorous interpretive analysis. In terms of rater consistency, analysis of raters verbal reports indicated that while there was generally a high degree of rater consistency at the overall performance or text level there was considerably tess agreement at the level of individual performance criteria. Analysis of the data revealed that raters adopted distinctive styles or approaches to reading for the purposes of assessment and that raters interpreted and applied the performance criteria statements in a range of different ways. These findings have significant implications not only for the development of competency-based assessment procedures but also for the training of raters. v11
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ItemThe Problems of verbal interaction for victims of warfare trauma in the ESL classroom( 1995)This thesis identifies and investigates the difficulties surrounding the participation in verbal interaction by victims of warfare trauma in the ESL classroom. The literature reviewed falls into three main categories; The Problems of Refugee Resettlement, Motivation and Anxiety in Language Learning and The Importance of Verbal Interaction in Second Language Learning. Case Study research methodology was chosen as the most appropriate framework on which to base this thesis and three ESL students were chosen as subjects. The findings of the research suggest that the problems associated with resettlement and prior experiences may have been contributing factors in the lack of motivation and high levels of anxiety experienced by each of the case study subjects. This in turn, may have affected their participation in verbal interaction in the classroom and ultimately, their acquisition of English.
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ItemJapanese volunteer in a country school: maximising the benefits( 2000)This research arose from a need to understand the experience of Japanese Native Speaker Assistant volunteers (JNSAs) in Victorian country primary schools, so as to provide data on which all participants can draw in making improvements to the conduct and outcomes of future programs. The research questions are: 1. What is the experience? 2. How could it be made more valuable for all concerned? The research is centred on four Japanese women who volunteered to work in country schools for varying lengths of stay - 6 weeks to 9 months. The schools vary in size from 20 students to over 700 students and the volunteers vary in age and experience. A qualitative research framework was adopted incorporating on-site observations, questionnaires and interviews. Outcomes show that all programs were successful but some were more successful than others. Factors facilitating success are the setting of obtainable goals, a planned and integrated program, positive support from the Principal, acceptance into an active role throughout the school, and contact with many people. Finally, and most critically, there is the need for an energetic and capable mentor whom the volunteer can depend on for guidance and friendship.