English Language Learning

Traditionally, researchers have classified English Language Learning under two categories: (1) English as a foreign language (EFL), meaning English instruction and learning in regions where English is not the language of everyday communication (such as Japan or Russia); and (2) English as a second language (ESL), referring to English instruction and learning in regions where it is a first language or is commonly used in education or the workplace (such as England, the United States, Australia or India). The global economy is blurring these traditional classifications, and English proficiency is now of interest to countries worldwide because of its role in creating a competitive workforce.

ETS's research on the subject of English Language Learning aims to:

• create foundational knowledge about assessing English language learners (ELLs)
• develop new assessments for ELLs
• improve existing assessments taken by ELLs
• develop new assessments to measure the qualifications of teachers of ELLs

To learn about ETS's current research projects in English Language Learning, view our research portfolio.

Featured Publications

These are some recent or significant ETS-authored publications on the subject of English Language Learning:

Examining the Validity of Standards-Based Assessments for Initially Fluent Students and Former English Language Learners
J. W. Young, J. Steinberg, F. Cline et al. (2010)
Educational Assessment, Vol. 15, No. 2, pp. 87–106

This study investigated the validity of several standards-based assessments in mathematics and science for non-native English speaking students in the United States. View the full abstract or order this report from the publisher.

Validity and Fairness of Assessments for ELLs: The Issue of Language Demands in Content Assessments
M. K. Wolf & M. Martiniello (2010)
AccELLerate, Vol. 2, No. 4, pp. 9–10

This article summarizes recent empirical studies investigating test items that functioned differentially for English language learners (ELLs) as compared to non-ELLs. Download this report from the publisher.

Criterion-Related Validity of the TOEFL iBT® Listening Section
Y. Sawaki & S. Nissan (2009)
TOEFL iBT Research Report No. TOEFL iBT-08

The study investigated the criterion-related validity of the TOEFL iBT Listening section by examining its relationship to a criterion measure designed to reflect language-use tasks that university students encounter in everyday academic life: listening to academic lectures. View the full abstract or download this report.

Guidelines for the Assessment of English Language Learners
M. Pitoniak, J. W. Young, W. Martiniello, T. King, A. Buteux, & M. Ginsburgh (2009)

These guidelines, designed for test developers, testing program administrators, psychometricians and educational agencies, were developed to ensure that assessments are fair and valid for English language learners. They focus on large-scale content area assessments administered in the United States to students in grades K–12. View the full report.

English Language Learners with Reading Disabilities: A Review of the Literature and the Foundation for a Research Agenda
J. R. Shore & J. Sabatini (2009)
ETS Research Report No. RR-09-20

This literature review focuses on the following three questions: (1) How does one identify reading difficulties or disabilities in English language learners (ELLs)? (2) What needs to be done to aid in identifying reading disabilities in ELLs? (3) What does one do with this information to support the English reading instruction of ELLs with reading disabilities? View the full abstract or download this report.

The TOEIC® Speaking and Writing Tests: Relations to Test-taker Perceptions of Proficiency in English
D. E. Powers, H.-J. Kim, F. Yu, V. Z. Weng, & W. VanWinkle (2009)
ETS Research Report No. RR-09-18

To facilitate the interpretation of test scores from the new TOEIC® Speaking and Writing tests as measures of English language proficiency, researchers administered a self-assessment inventory to TOEIC examinees in Japan and Korea to gather their perceptions of their ability to perform a variety of everyday English language tasks. View the full abstract or download this report.

Building a Validity Argument for the Test of English as a Foreign Language™
C. A. Chapelle, M. K. Enright, & J. M. Jamieson (Editors) (2008)
New York: Routledge

This book describes and analyzes the research and development efforts behind the design of the TOEFL IBT®. The book examines the process of drawing upon theory to design a test of English language learning while attempting to meet commonly recognized educational measurement standards. Order this book from the publisher.

Investigating the Criterion-Related Validity of the TOEFL® Speaking Scores for ITA Screening and Setting Standards for ITAs
X. Xi (2008)
TOEFL iBT Research Report No. TOEFLiBT-03

This study provided criterion-related validity evidence for the use of TOEFL iBT Speaking scores for screening international teaching assistants (ITAs) and evaluated the effectiveness of using the scores for teaching assistantship assignment classification. View the full abstract or download this report.

More Information

• Find older ETS research reports in the ReSEARCHER database
• TOEFL Research
• TOEIC Research