Khaled Barkaoui
Biographic Data
| ID | 4625532 |
|---|---|
| NAME | Khaled Barkaoui |
| GIVEN NAMES | Khaled |
| FAMILY NAME | Barkaoui |
| SIGNATURE | BARKAOUI K |
| AFFILIATIONS | York University |
| ORCID | 0000-0001-7534-1852 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Writing Feedback in the English Language Teaching Classroom: The Interplay of Context, Teachers’ Beliefs and Practices
Research has shown that teachers’ decisions about feedback on second language (L2) writing are mediated by their beliefs about teaching and learning and the contexts in which they work. Teaching and learning contexts vary widely in student profiles, curricula, program policies and institutional culture, and each of these has a significant impact on teacher practices and how these practices are mediated by teachers’ beliefs. This study adopted a c…
Post-admission standalone undergraduate credit-bearing ESL courses: What difference do they make
English-speaking universities often provide post-admission support to international students who speak English as an additional language (EAL) through standalone English as a Second Language (ESL) courses. These courses aim to improve EAL students' language proficiency and academic performance. Given the time and financial investment involved, evaluating these courses' effectiveness is essential. This longitudinal study examined the impact of sta…
An exploratory study of EFL teachers' assessment conceptions and their reading and writing assessment practices
This exploratory study investigated the assessment conceptions of university English as a foreign language (EFL) teachers and their reading and writing assessment practices. An online questionnaire about teachers’ assessment conceptions and practices (i.e., why, how, and when they assess reading and writing) was developed, piloted, and then administered to about 100 university EFL teachers in English and non-English departments (e.g., engineering…
The relationship between English language proficiency test scores and academic achievement: A longitudinal study of two tests
English-medium universities often accept scores from various English language proficiency (ELP) tests as evidence of ELP from non-English background students. This practice raises the question of how these tests compare in terms of their ability to predict academic achievement. This longitudinal study addresses this question by examining the strength of the associations between total scores on the IELTS Academic and the TOEFL iBT, on one hand, an…
Pre-admission EAP course completion as evidence of English language proficiency for university admission: A longitudinal evaluation study
To increase the number of international students, a growing number of English-medium universities offer multiple pathways for demonstrating English language proficiency (ELP) as part of the admission process. While the standard practice requires achieving a minimum score on a standardized ELP test, an alternative pathway entails completing one or more pre-admission English for Academic Purposes (EAP) courses successfully. This practice assumes th…
An exploratory study of the construct measured by automated writing scores across task types and test occasions
With the growing use of Automated Essay Scoring (AES) to score second language (L2) writing performance, questions are often raised concerning the interpretation of automated scores. Such questions are typically investigated by examining the association between automated scores and human holistic ratings at one point in time. However, this line of research cannot answer questions about whether and how this association varies across tasks and test…
Peer and teacher assessment of second-language writing in high- and low-stakes conditions
This study aimed to compare second-language (L2) students’ ratings of their peers’ essays on multiple criteria with those of their teachers’ under different assessment conditions. Forty EFL teachers and 40 EFL students took part in the study. They each rated one essay on five criteria twice, under high-stakes and low-stakes assessment conditions. Multifaceted Rasch Analysis and correlation analyses were conducted to compare rater severity and con…
Examining sources of variability in repeaters’ L2 writing scores: The case of the PTE Academic writing section
This study aimed to examine the sources of variability in the second-language (L2) writing scores of test-takers who repeated an English language proficiency test, the Pearson Test of English (PTE) Academic, multiple times. Examining repeaters’ test scores can provide important information concerning factors contributing to changes in test scores across test occasions. Data consisted of the scores and background data (e.g., gender, age) and other…
Teachers’ Conceptions of Student Engagement in Learning: The Case of Three Urban Schools
Although student engagement plays a central role in the education process, defining it is challenging. This study examines teachers’ conceptions of the social and cultural dimensions of student engagement in learning at three low-achieving schools located in a low socioeconomic status (SES) urban area. Sixteen teachers and administrators from the three schools participated in two focus group discussions about their definitions of student engageme…
Quantitative Approaches for Analyzing Longitudinal Data in Second Language Research
This article discusses methods used in second language (L2) research to analyze quantitative longitudinal data. Longitudinal studies are experimental and nonexperimental studies that collect repeated measures of the same variable(s) from the same participant(s) at two or more time points. Three challenging areas in longitudinal L2 research are first discussed: study design, measurement, and data analysis and modeling. Next, various traditional an…
Examining the impact of L2 proficiency and keyboarding skills on scores on Toefl-iBT writing tasks
A major concern with computer-based (CB) tests of second-language (L2) writing is that performance on such tests may be influenced by test-taker keyboarding skills. Poor keyboarding skills may force test-takers to focus their attention and cognitive resources on motor activities (i.e., keyboarding) and, consequently, other processes and aspects of writing (e.g., planning, revising) might be left unattended to, which can lead to poor text quality …
Test-Takers’ Strategic Behaviors in Independent and Integrated Speaking Tasks
This study investigated the strategic behaviors that test-takers reported using when responding to integrated and independent speaking tasks in an English oral proficiency test [the Speaking Section of the Internet-based Test of English as a Foreign LanguageTM (TOEFL iBT)] and the relationship between test-takers’ strategic behaviors and their test scores. Each of 30 Chinese-speaking engineering students responded to two independent and four inte…
Think-aloud protocols in research on essay rating: An empirical study of their veridicality and reactivity
Think-aloud protocols (TAPs) are frequently used in research on essay rating processes. However, there are very few empirical studies of the completeness of TAP data and the effects of this technique on rater performance (i.e., rating processes and outcomes). This study aims to start to address this research gap. As part of a larger study on rater decision-making behaviors, 11 novice and 14 experienced raters rated, both analytically and holistic…
Explaining ESL essay holistic scores: A multilevel modeling approach
This study adopted a multilevel modeling (MLM) approach to examine the contribution of rater and essay factors to variability in ESL essay holistic scores. Previous research aiming to explain variability in essay holistic scores has focused on either rater or essay factors. The few studies that have examined the contribution of more than one factor to variability in essay scores relied on analytic techniques that do not reflect the nested structu…
Examining the quality of measures of change in cognition and affect for older adults: Two case studies
Do ESL Essay Raters' Evaluation Criteria Change With Experience? A Mixed‐Methods, Cross‐Sectional Study
This study adopted a mixed‐methods cross‐sectional approach to identify similarities and differences in the English as a second language (ESL) essay holistic scores and evaluation criteria of raters with different levels of experience. Each of 31 experienced and 29 novice raters rated a sample of ESL essays holistically and analytically and provided written explanations for each holistic score they assigned. Score and qualitative data analyses we…
Developing a questionnaire to investigate second language learners’ preferences for two types of form-focused instruction
Evaluations That Consider the Cost of Educational Programs: The Contribution of High-Quality Studies
Cost studies are program evaluations that judge program worth by relating program costs to program benefits. There are three sets of strategies: cost—benefit, cost-effectiveness, and cost-utility analysis, although the last appears infrequently. The authors searched relevant databases to identify 103 cost studies in education and then reduced the set to 31 using criteria focused on rigor in determining program effects and assessment of costs. The…
Developing a questionnaire to investigate second language learners’ preferences for two types of form-focused instruction
Do ESL Essay Raters' Evaluation Criteria Change With Experience? A Mixed‐Methods, Cross‐Sectional Study
This study adopted a mixed‐methods cross‐sectional approach to identify similarities and differences in the English as a second language (ESL) essay holistic scores and evaluation criteria of raters with different levels of experience. Each of 31 experienced and 29 novice raters rated a sample of ESL essays holistically and analytically and provided written explanations for each holistic score they assigned. Score and qualitative data analyses we…
Examining the quality of measures of change in cognition and affect for older adults: Two case studies
Evaluations That Consider the Cost of Educational Programs: The Contribution of High-Quality Studies
Cost studies are program evaluations that judge program worth by relating program costs to program benefits. There are three sets of strategies: cost—benefit, cost-effectiveness, and cost-utility analysis, although the last appears infrequently. The authors searched relevant databases to identify 103 cost studies in education and then reduced the set to 31 using criteria focused on rigor in determining program effects and assessment of costs. The…
Evaluations That Consider the Cost of Educational Programs: The Contribution of High-Quality Studies
Cost studies are program evaluations that judge program worth by relating program costs to program benefits. There are three sets of strategies: cost—benefit, cost-effectiveness, and cost-utility analysis, although the last appears infrequently. The authors searched relevant databases to identify 103 cost studies in education and then reduced the set to 31 using criteria focused on rigor in determining program effects and assessment of costs. The…
Developing a questionnaire to investigate second language learners’ preferences for two types of form-focused instruction
Explaining ESL essay holistic scores: A multilevel modeling approach
This study adopted a multilevel modeling (MLM) approach to examine the contribution of rater and essay factors to variability in ESL essay holistic scores. Previous research aiming to explain variability in essay holistic scores has focused on either rater or essay factors. The few studies that have examined the contribution of more than one factor to variability in essay scores relied on analytic techniques that do not reflect the nested structu…
Examining the quality of measures of change in cognition and affect for older adults: Two case studies
Do ESL Essay Raters' Evaluation Criteria Change With Experience? A Mixed‐Methods, Cross‐Sectional Study
This study adopted a mixed‐methods cross‐sectional approach to identify similarities and differences in the English as a second language (ESL) essay holistic scores and evaluation criteria of raters with different levels of experience. Each of 31 experienced and 29 novice raters rated a sample of ESL essays holistically and analytically and provided written explanations for each holistic score they assigned. Score and qualitative data analyses we…
Think-aloud protocols in research on essay rating: An empirical study of their veridicality and reactivity
Think-aloud protocols (TAPs) are frequently used in research on essay rating processes. However, there are very few empirical studies of the completeness of TAP data and the effects of this technique on rater performance (i.e., rating processes and outcomes). This study aims to start to address this research gap. As part of a larger study on rater decision-making behaviors, 11 novice and 14 experienced raters rated, both analytically and holistic…
Test-Takers’ Strategic Behaviors in Independent and Integrated Speaking Tasks
This study investigated the strategic behaviors that test-takers reported using when responding to integrated and independent speaking tasks in an English oral proficiency test [the Speaking Section of the Internet-based Test of English as a Foreign LanguageTM (TOEFL iBT)] and the relationship between test-takers’ strategic behaviors and their test scores. Each of 30 Chinese-speaking engineering students responded to two independent and four inte…
Quantitative Approaches for Analyzing Longitudinal Data in Second Language Research
This article discusses methods used in second language (L2) research to analyze quantitative longitudinal data. Longitudinal studies are experimental and nonexperimental studies that collect repeated measures of the same variable(s) from the same participant(s) at two or more time points. Three challenging areas in longitudinal L2 research are first discussed: study design, measurement, and data analysis and modeling. Next, various traditional an…
Examining the impact of L2 proficiency and keyboarding skills on scores on Toefl-iBT writing tasks
A major concern with computer-based (CB) tests of second-language (L2) writing is that performance on such tests may be influenced by test-taker keyboarding skills. Poor keyboarding skills may force test-takers to focus their attention and cognitive resources on motor activities (i.e., keyboarding) and, consequently, other processes and aspects of writing (e.g., planning, revising) might be left unattended to, which can lead to poor text quality …
Teachers’ Conceptions of Student Engagement in Learning: The Case of Three Urban Schools
Although student engagement plays a central role in the education process, defining it is challenging. This study examines teachers’ conceptions of the social and cultural dimensions of student engagement in learning at three low-achieving schools located in a low socioeconomic status (SES) urban area. Sixteen teachers and administrators from the three schools participated in two focus group discussions about their definitions of student engageme…
Examining sources of variability in repeaters’ L2 writing scores: The case of the PTE Academic writing section
This study aimed to examine the sources of variability in the second-language (L2) writing scores of test-takers who repeated an English language proficiency test, the Pearson Test of English (PTE) Academic, multiple times. Examining repeaters’ test scores can provide important information concerning factors contributing to changes in test scores across test occasions. Data consisted of the scores and background data (e.g., gender, age) and other…
Peer and teacher assessment of second-language writing in high- and low-stakes conditions
This study aimed to compare second-language (L2) students’ ratings of their peers’ essays on multiple criteria with those of their teachers’ under different assessment conditions. Forty EFL teachers and 40 EFL students took part in the study. They each rated one essay on five criteria twice, under high-stakes and low-stakes assessment conditions. Multifaceted Rasch Analysis and correlation analyses were conducted to compare rater severity and con…
An exploratory study of the construct measured by automated writing scores across task types and test occasions
With the growing use of Automated Essay Scoring (AES) to score second language (L2) writing performance, questions are often raised concerning the interpretation of automated scores. Such questions are typically investigated by examining the association between automated scores and human holistic ratings at one point in time. However, this line of research cannot answer questions about whether and how this association varies across tasks and test…
An exploratory study of EFL teachers' assessment conceptions and their reading and writing assessment practices
This exploratory study investigated the assessment conceptions of university English as a foreign language (EFL) teachers and their reading and writing assessment practices. An online questionnaire about teachers’ assessment conceptions and practices (i.e., why, how, and when they assess reading and writing) was developed, piloted, and then administered to about 100 university EFL teachers in English and non-English departments (e.g., engineering…
The relationship between English language proficiency test scores and academic achievement: A longitudinal study of two tests
English-medium universities often accept scores from various English language proficiency (ELP) tests as evidence of ELP from non-English background students. This practice raises the question of how these tests compare in terms of their ability to predict academic achievement. This longitudinal study addresses this question by examining the strength of the associations between total scores on the IELTS Academic and the TOEFL iBT, on one hand, an…
Pre-admission EAP course completion as evidence of English language proficiency for university admission: A longitudinal evaluation study
To increase the number of international students, a growing number of English-medium universities offer multiple pathways for demonstrating English language proficiency (ELP) as part of the admission process. While the standard practice requires achieving a minimum score on a standardized ELP test, an alternative pathway entails completing one or more pre-admission English for Academic Purposes (EAP) courses successfully. This practice assumes th…
Writing Feedback in the English Language Teaching Classroom: The Interplay of Context, Teachers’ Beliefs and Practices
Research has shown that teachers’ decisions about feedback on second language (L2) writing are mediated by their beliefs about teaching and learning and the contexts in which they work. Teaching and learning contexts vary widely in student profiles, curricula, program policies and institutional culture, and each of these has a significant impact on teacher practices and how these practices are mediated by teachers’ beliefs. This study adopted a c…
Post-admission standalone undergraduate credit-bearing ESL courses: What difference do they make
English-speaking universities often provide post-admission support to international students who speak English as an additional language (EAL) through standalone English as a Second Language (ESL) courses. These courses aim to improve EAL students' language proficiency and academic performance. Given the time and financial investment involved, evaluating these courses' effectiveness is essential. This longitudinal study examined the impact of sta…
Psychology (13 works) · EFL/ESL Teaching and Learning (9 works) · Mathematics education (9 works) · Computer Science (7 works) · English language (6 works) · Developmental psychology (5 works) · Second Language Learning and Teaching (5 works) · Student Assessment and Feedback (5 works) · Language proficiency (4 works) · Social Psychology (4 works)