A Literature Review of Language Assessment Scale
DOI:
https://doi.org/10.53797/aspen.v4i1.7.2024Keywords:
Literature review, Language assessment scale, EducationAbstract
: Language assessment scales are essential tools in both educational and clinical contexts, employed to evaluate language proficiency and inform instructional strategies. This literature review seeks to identify and analyze the most highly cited studies related to language assessment scales. The aim of this research is to synthesize past findings and highlight current trends. The methodology involved a systematic search of the Scopus database, selecting articles published between 2014 and 2024 that aligned with the study’s focus. The findings revealed several critical themes: first, the importance of validating assessment tools such as the Preschool Language Assessment Scale (PreLAS) and the Expressive One-Word Picture Vocabulary Test (EOWPVT-3: SBE) to ensure they accurately reflect the language abilities of dual language learners (DLLs). Second, the role of communicative competence in teacher education was emphasized, particularly the need for targeted teaching strategies and assessment tools. Third, the review highlighted the distinct challenges of assessing language for specific purposes (LSP) in professional contexts, especially in Asian call centres. Additionally, the review underscored the unique challenges faced by special populations, such as deaf or hard-of-hearing students, and examined the potential of content-based interventions, like shared book reading, to enhance vocabulary development among DLL preschoolers. The implications of these findings suggest that while current tools are valuable, there is a continuous need for refinement to better address the specific linguistic needs of diverse learners. This review contributes to the academic discourse by proposing themes that warrant further investigation, emphasizing the necessity for culturally relevant and psychometrically sound language assessment tools.
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