Ari Huhta
Biographic Data
| ID | 6479655 |
|---|---|
| NAME | Ari Huhta |
| GIVEN NAMES | Ari |
| FAMILY NAME | Huhta |
| SIGNATURE | HUHTA A |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-3124-449X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Common European Framework of Reference
This chapter focuses on the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) by the Council of Europe (CoE) and gives an account of how the new version of the CEFR (CEFR—Companion Volume, or CEFR/CV) published in 2020 updates and expands the original version. The CEFR/CV focuses on providing both conceptual and practical tools that can be applied in the classroom and in teacher education in order to incr…
Reading with a Chatbot - The added value of Generative AI as a resource in mediating learners in Dynamic Assessment of L2 English reading
This study is part of the DD-Lang project (see Leontjev et al., 2024) aimed at enhancing Finnish upper secondary school students’ reading in English and developing their understanding of their reading processes by bringing together two approaches that support language learning: diagnostic assessment (DiagA) and dynamic assessment (DA). The project designed online reading exercises for English based on retired Matriculation Examination items that …
Automatic language proficiency assessment of written texts
This paper explores automatic assessment of written language proficiency. We have trained a CEFR-classifier for texts that have been written by Finnish as a second or foreign language (L2) learners. The aim of the study is to investigate to what extent we can model human ratings with the available L2 data for Finnish, whether the accuracy of the predictions varies at the different CEFR levels, and whether we can explain the discovered misclassifi…
Technology and Artificial Intelligence for learning, teaching, and assessing across languages and modalities
L2 English vocabulary breadth and knowledge of derivational morphology
Derivational morphology (DM) and how it can be assessed have been investigated relatively rarely in language learning and testing research. The goal of this study is to add to the understanding of the nature of DM knowledge, exploring whether and how it is separable from vocabulary breadth. Eight L2 (second or foreign language) English DM knowledge measures and three measures of the size of the English vocabulary were administered to 120 learners…
Word derivational knowledge and writing proficiency
Assessing learners’ writing skills in a SLA study
There is still relatively little research on how well the CEFR and similar holistic scales work when they are used to rate L2 texts. Using both multifaceted Rasch analyses and qualitative data from rater comments and interviews, the ratings obtained by using a CEFR-based writing scale and the Finnish National Core Curriculum scale for L2 writing were examined to validate the rating process used in the study of the linguistic basis of the CEFR in …
Common European Framework of Reference
This entry focuses on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), which, in the words of a non‐European observer, is “one of the most ambitious examples of the gradual formation, shaping and ... implementation of language education policies” (Byrnes, 2007, p. 641). The CEFR was designed by the Council of Europe (CoE), a pan‐European organization that promotes human rights, mutual understanding,…
When MT + 2 is not enough
Interaction of Language Policy and Assessment in Finland
This paper reviews developments and future challenges in language policy, planning and assessment in Finland, where several important changes in legislation, curricula and assessment systems have recently taken place. Language proficiency requirement of immigrants and civil servants have been redefined, school curricula have been revised and new language examinations have been developed. The Common European Framework has been particularly influen…
Discursive construction of a high-stakes test
As part of a larger project, we studied how a foreign language test got discursively constructed in the talk of upper-secondary-school leavers. A group of students were asked to keep an oral diary to record their ideas, feelings and experiences of preparing for and taking the test over the last spring term of school, as part of a high-stakes national examination. In addition, they took part in discussions either in pairs or groups of three after …
The development of a suite of computer-based diagnostic tests based on the Common European Framework
DIALANG is an on-line language assessment system, which contains tests in 14 European languages and is based on the Common European Framework of Reference (CEFR). It is the first major testing system that is oriented towards diagnosing language skills and providing feedback to users rather than certifying their proficiency. This article describes the contents of Version 1 of DIALANG and the way in which the system works. This is followed by an ac…
Word derivational knowledge and writing proficiency
Interaction of Language Policy and Assessment in Finland
This paper reviews developments and future challenges in language policy, planning and assessment in Finland, where several important changes in legislation, curricula and assessment systems have recently taken place. Language proficiency requirement of immigrants and civil servants have been redefined, school curricula have been revised and new language examinations have been developed. The Common European Framework has been particularly influen…
The development of a suite of computer-based diagnostic tests based on the Common European Framework
DIALANG is an on-line language assessment system, which contains tests in 14 European languages and is based on the Common European Framework of Reference (CEFR). It is the first major testing system that is oriented towards diagnosing language skills and providing feedback to users rather than certifying their proficiency. This article describes the contents of Version 1 of DIALANG and the way in which the system works. This is followed by an ac…
Discursive construction of a high-stakes test
As part of a larger project, we studied how a foreign language test got discursively constructed in the talk of upper-secondary-school leavers. A group of students were asked to keep an oral diary to record their ideas, feelings and experiences of preparing for and taking the test over the last spring term of school, as part of a high-stakes national examination. In addition, they took part in discussions either in pairs or groups of three after …
Interaction of Language Policy and Assessment in Finland
This paper reviews developments and future challenges in language policy, planning and assessment in Finland, where several important changes in legislation, curricula and assessment systems have recently taken place. Language proficiency requirement of immigrants and civil servants have been redefined, school curricula have been revised and new language examinations have been developed. The Common European Framework has been particularly influen…
When MT + 2 is not enough
Common European Framework of Reference
This entry focuses on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), which, in the words of a non‐European observer, is “one of the most ambitious examples of the gradual formation, shaping and ... implementation of language education policies” (Byrnes, 2007, p. 641). The CEFR was designed by the Council of Europe (CoE), a pan‐European organization that promotes human rights, mutual understanding,…
Assessing learners’ writing skills in a SLA study
There is still relatively little research on how well the CEFR and similar holistic scales work when they are used to rate L2 texts. Using both multifaceted Rasch analyses and qualitative data from rater comments and interviews, the ratings obtained by using a CEFR-based writing scale and the Finnish National Core Curriculum scale for L2 writing were examined to validate the rating process used in the study of the linguistic basis of the CEFR in …
Word derivational knowledge and writing proficiency
L2 English vocabulary breadth and knowledge of derivational morphology
Derivational morphology (DM) and how it can be assessed have been investigated relatively rarely in language learning and testing research. The goal of this study is to add to the understanding of the nature of DM knowledge, exploring whether and how it is separable from vocabulary breadth. Eight L2 (second or foreign language) English DM knowledge measures and three measures of the size of the English vocabulary were administered to 120 learners…
Common European Framework of Reference
This chapter focuses on the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) by the Council of Europe (CoE) and gives an account of how the new version of the CEFR (CEFR—Companion Volume, or CEFR/CV) published in 2020 updates and expands the original version. The CEFR/CV focuses on providing both conceptual and practical tools that can be applied in the classroom and in teacher education in order to incr…
Reading with a Chatbot - The added value of Generative AI as a resource in mediating learners in Dynamic Assessment of L2 English reading
This study is part of the DD-Lang project (see Leontjev et al., 2024) aimed at enhancing Finnish upper secondary school students’ reading in English and developing their understanding of their reading processes by bringing together two approaches that support language learning: diagnostic assessment (DiagA) and dynamic assessment (DA). The project designed online reading exercises for English based on retired Matriculation Examination items that …
Automatic language proficiency assessment of written texts
This paper explores automatic assessment of written language proficiency. We have trained a CEFR-classifier for texts that have been written by Finnish as a second or foreign language (L2) learners. The aim of the study is to investigate to what extent we can model human ratings with the available L2 data for Finnish, whether the accuracy of the predictions varies at the different CEFR levels, and whether we can explain the discovered misclassifi…
Technology and Artificial Intelligence for learning, teaching, and assessing across languages and modalities
Computer Science (6 works) · EFL/ESL Teaching and Learning (6 works) · Linguistics (6 works) · Mathematics education (6 works) · Psychology (6 works) · Second Language Learning and Teaching (6 works) · Language proficiency (5 works) · Second Language Acquisition and Learning (5 works) · Sociology (4 works) · Foreign language (3 works)