Validating a Multi-Dimensional Rating Scale for Lexical Proficiency in L2 Academic Speech
A Mixed-Methods Approach
Bibliographic Data
| ID | 16910568 |
|---|---|
| Authors | Yuyu Jiang (0000-0002-1150-4656, Nanjing University), Hua Chen (0000-0002-1631-216X, Nanjing University, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Publication date | 2025-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251381154 |
| OpenAlex | W4414645958 |
| Language | EN |
| References cited | 44 |
This study aimed to develop and validate an analytical rating scale specifically designed to assess the lexical proficiency of Chinese college students in Academic English speaking tasks. A multi-layer construct of lexical proficiency was first developed and operationalized into an eight-dimension rating scale, including word diversity, word sophistication, word accuracy, and word fluency, phraseological diversity, phraseological sophistication, phraseological accuracy, and phraseological fluency. The reliability and validity of the scale were then examined by using the many-facet Rasch model and confirmatory factor analysis with 600 academic speech samples. The results showed that the rating scale could successfully and reliably differentiate levels of lexical proficiency among participants. High construct validity was confirmed with excellent model fit and support for the proposed dimensions. The proposed analytical rating scale provides a practical approach to comprehensively assessing lexical proficiency in academic speaking contexts. The study has implications for L2 vocabulary instruction, assessment, and speaking assessment in L2 academic contexts
Confirmatory factor analysis · Construct validity · Language proficiency · Operationalization · Rasch model · Rating scale · Vocabulary · EFL/ESL Teaching and Learning · Natural Language Processing Techniques · Second Language Acquisition and Learning
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
Assessing Vocabulary
Applying the Rasch Model
Formulaic Language and the Lexicon
The Relationship of Lexical Richness to the Quality of ESL Learners’ Oral Narratives
The Processing of Formulaic Sequences by Second Language Speakers
Lexical Sophistication as a Multidimensional Phenomenon
Defining and operationalising L2 complexity
Reporting reliability, convergent and discriminant validity with structural equation modeling
Assessing Lexical Proficiency Using Analytic Ratings
Complexity, Accuracy, and Fluency in Second Language Acquisition
Dynamics of Complexity and Accuracy
A New Academic Vocabulary List
L2 collocation profiles and their relationship with vocabulary proficiency
What makes speech sound fluent? The contributions of pauses, speed and repairs
Grounding lexical diversity in human judgments
An examination of rater performance on a local oral English proficiency test
Measuring authorial voice strength in L2 argumentative writing
Construct validation of analytic rating scales in a speaking assessment
More does not mean better
Vocabulary size and depth as predictors of second language speaking ability
The phraseological dimension in interlanguage complexity research
Are C-tests valid measures for L2 vocabulary research
Task-based instruction
What Is Lexical Proficiency? Some Answers From Computational Models of Speech Data
Is All Formulaic Language Created Equal? Unpacking the Processing Advantage for Different Types of Formulaic Sequences
Principles and Practice of Structural Equation Modeling
The Academic Spoken Word List
| Citation velocity | historical |
|---|---|
| Highly cited | No |