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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Action Research Journal Indonesia (ARJI) Journal of Education and Teacher Training Innovation (JETTI)
Hossein Salarian
University of Tehran, Tehran, Iran
Education

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Reactions of EFL Learners to an Unfairness Test Hossein Salarian
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.174

Abstract

The matter of bias is more muddled by the problem of obviously differentiating components of culture and instructional background from the language capacities we want to measure. This study investigates the reaction of English as a Foreign Language (EFL) learners to perceived test unfairness, examining the role of social class and gender in test performance. Drawing on fairness theories and using the reading section of the IELTS test, thirty-four intermediate-level learners were initially pretested and grouped according to gender and social class. After exposure to a uniform instructional treatment, participants completed a posttest. For this purpose, both descriptive and inferential statistics were used to compare the results of the groups. In order to make sure that the differences between the groups are not statistically significant, a one-way ANOVA was employed. Results revealed significant disparities in performance linked to social class and gender, suggesting the presence of test unfairness or differential access to the skills required. This study underscores the importance of validating assessment instruments not only in terms of construct validity but also in terms of fairness across sociocultural demographics. There are some theoretical and practical implications involved in this study.
Developing and Evaluating an English Language Proficiency Test Using Generalizability Theory: A One-Facet Design Hossein Salarian
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.843

Abstract

The present study aimed to develop and evaluate an English language proficiency test using Generalizability Theory (G-Theory) and a one-facet person-by-item (p × i) design. The study addressed the need for a systematic examination of the sources of variability underlying English proficiency scores and the identification of an efficient test length. Sixty Iranian English language learners participated in the study and completed a researcher-developed 30-item multiple-choice English language proficiency test assessing vocabulary, grammar, and reading comprehension. The test was administered under standardized conditions, and participants’ responses were analyzed using an analysis of variance within a G-Theory framework. In the Generalizability Study (G-study), persons were treated as the objects of measurement and items as the single measurement facet. The analysis estimated the variance components associated with persons, items, and the person-by-item/residual component. The findings indicated that the person component accounted for a substantial proportion of the observed score variability (39.95%), whereas item-related variance was very small (0.13%). The person-by-item/residual component represented the largest proportion of variance (59.92%), suggesting that learners’ performance varied across items and that measurement error remained an important source of score variability. The 30-item test produced a high Generalizability coefficient (G = .952), indicating strong score dependability for relative decisions concerning learners’ English proficiency. A Decision Study (D-study) further examined alternative test lengths of 10, 15, 20, 25, and 30 items. The results showed that the G-coefficient increased systematically from .870 for 10 items to .952 for 30 items, while relative error variance decreased as the number of items increased. Although the 30-item test yielded the highest dependability, the 20- and 25-item versions also demonstrated high levels of score dependability, suggesting a practical balance between measurement precision and testing efficiency. The study concludes that G-Theory provides a useful framework for identifying sources of score variability and making evidence-based decisions about English proficiency test design and length.
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