Systematic review of language proficiency assessment in Second Language Acquisition (SLA) field

Resulting Publication:

Park, H. I., Solon, M., Dehghan‐Chaleshtori, M., & Ghanbar, H. (2021). Proficiency Reporting Practices in Research on Second Language Acquisition: Have We Made any Progress?. Language Learning. DOI: https://doi.org/10.1111/lang.12475

Summary of the Work:

In this systematic review research, we examined how language proficiency is assessed in studies of second language acquisition (SLA) over the past decade. Recognizing the importance of understanding how researchers measure language proficiency and report their findings, me and my research team have conducted a systematic review of 500 studies published in major SLA-related journals between 2012 and 2019. We found that while the majority of these studies assessed language proficiency in some way, only a minority used independent tests for this purpose. Despite criticism, institutional status remained the most commonly used measure, highlighting the need for methodological improvements in proficiency assessment practices.

One notable finding was the variation in assessment practices across different journals, with some exhibiting marked increases in the use of independent proficiency measures. However, overall trends suggest a persistent reliance on institutional status as a proxy for proficiency. To address this, we recommended complementing institutional measures with other assessment techniques to provide a more comprehensive understanding of learners' proficiency levels. Additionally, we emphasized the importance of using validated and reliable proficiency assessment tools, such as those available through repositories like IRIS, to enhance methodological rigor. Overall, this work sheds light on the current state of proficiency assessment in SLA research and offers practical recommendations for improving assessment practices in the field.

Significance of the Work:

This project is important because it addresses a critical need for improving the methodological rigor and validity of proficiency assessment practices in second language acquisition (SLA) research. By systematically reviewing and analyzing assessment methods used in a large sample of studies over nearly a decade, this research sheds light on current practices and areas for improvement. Enhanced proficiency assessment methods are essential for ensuring the validity of study findings, which in turn advances our understanding of language acquisition processes and informs effective language teaching practices.