FACTOR ANALYSIS OF THE TEST OF ENGLISH AS A FOREIGN LANGUAGE FOR SEVERAL LANGUAGE GROUPS

Spencer S. Swinton · Donald E. Powers

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EFL/ESL Teaching and Learning Psychometric Methodologies and Testing Second Language Acquisition and Learning

Abstract

ABSTRACT A factor analytic study of the Test of English as a Foreign Language (TOEFL) was undertaken to determine the component abilities that underly performance on the test for several major language groups. Alternative analytic procedures were employed that included (a) computing separate factor solutions for each language group, (b) rotating separate solutions to a common target, and (c) examining the relationships between factors and a variety of candidate background variables. The structure of the test is discussed in terms of the similarities and differences found in each language group. The implications of the results for test development, for the interpretation of TOEFL subscores, and for English language training are presented.

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1967THE CASE FOR CASE.1970Universals in Linguistic Theory 1969Modern Factor Analysis 1979Language Tests at School: A Pragmatic Approach 1937The Determination of the Factor Loadings of a given Test from the Known Factor Loadings of Other Tests

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2001Detecting DIF across the different language groups in a speaking test 1999The relative importance of persons, items, subtests and languages to TOEFL test variance 1996The Effect of Language Background on “Foreign” Language Test Performance: The Case of Chinese, Italian, and Modern Greek 2014The incremental contribution of TOEIC® Listening, Reading, Speaking, and Writing tests to predicting performance on real-life English language tasks

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