Development of an instrument for measuring Spanish vocabulary knowledge

Hou Keat Khong; Muhammad K. Kabilan

Development of an instrument for measuring Spanish vocabulary knowledge

Khong, Hou Keat ^[1] ; Kabilan, Muhammad Kamarul ^[2]
1. [1] University of Kuala Lumpur
  
  University of Kuala Lumpur
  
  Malasia
2. [2] Universiti Sains Malaysia
  
  Universiti Sains Malaysia
  
  Malasia
Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 41, 2024, págs. 79-95
Idioma: inglés
DOI: 10.30827/portalin.vi41.25406
Títulos paralelos:
- Desarrollo de un instrumento para medir el conocimiento del vocabulario del español
Enlaces
- Texto completo (pdf)
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Resumen
- español
  Unas estimaciones fiables del conocimiento del vocabulario ofrecen información útil para planificar y mejorar el aprendizaje de idiomas. No obstante, los problemas surgen cuando las medidas del vocabulario actuales señalan una falta de evidencia de validación y se utilizan predominantemente con fines educativos. Por tanto, este trabajo aborda la cuestión facilitando una descripción del desarrollo de un instrumento válido y fiable para la investigación y la evaluación. Siguiendo el marco para la evaluación del vocabulario de Read y Chapelle (2001), el instrumento se creó utilizando recursos relacionados estrechamente con el sujeto y el contexto de investigación para mejorar la validez y fiabilidad. Los resultados indicaron que el instrumento era válido, y sensible a diferentes instrucciones de vocabulario. Este trabajo no solo presenta una evidencia de validación que es consistente con la teoría de la medición educativa actual, sino también anima a los profesores e investigadores de idiomas a que se familiaricen con la evaluación del vocabulario para asegurar las cualidades psicométricas del instrumento que desarrollan.
- English
  Reliable estimates of vocabulary knowledge offer useful information for planning and improving language learning. However, problems arise when existing vocabulary measures signal a lack of validation evidence, and they are predominantly used for instructional purposes. Therefore, this study addresses the gap by providing a description of the development of a valid and reliable instrument for research and evaluation. Adhering to Read and Chapelle’s (2001) framework for vocabulary assessment, the instrument was created using resources which were closely related to the research subject and context to enhance the validity and reliability. Results indicated that the instrument was valid, reliable and sensitive to different vocabulary instructions. This study not only presents validation evidence which is consistent with current educational measurement theory, but also encourages language teachers and researchers to become vocabulary assessment literate to assure the psychometric qualities of the instrument they develop.
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