Abstract

In this study, it is aimed''' '''to determine the most measured writing constructs based on confirmatory factor analysis to evaluate the significant differences in the specifications of the EFL writing skills test between Iranian advanced and intermediate proficiency level learners. For this purpose, sequential combination method''' '''was performed to provide comprehensive answers to research questions. In the present study, 60 out of 114 Iranian language learners from Boroujerd Branch Azad University were selected as participants. Then, the quantitative stage was followed by the qualitative stage. The research tools included Oxford Placement Test (OPT), structured survey questionnaire, semi-structured interview, and writing tasks. The participants were divided into advanced and intermediate groups based on the students' writing skills scores. Moreover, independent t-tests as well as principal component analysis (PCA), were used to compare the advanced and intermediate groups. The results showed that there is a significant difference between Iranian learners with high and medium skill level in the most measured structures in the specifications of the Iranian EFL writing skills test. Most of the measured structures included mode, evaluation and mechanics, respectively.

Abstract

In this study, it is aimed to determine the most measured writing constructs based on confirmatory factor analysis to evaluate the significant differences in the specifications of the EFL writing skills test between Iranian advanced and intermediate proficiency level learners. For this purpose, sequential combination method was performed to provide comprehensive answers to research questions. In the present study, 60 out of 114 Iranian language learners from Boroujerd Branch Azad University were selected as participants. Then, the quantitative stage was followed by the qualitative stage. The research tools included Oxford Placement Test (OPT), structured survey questionnaire, semi-structured interview, and writing tasks. The participants were divided into advanced and intermediate groups based on the students' writing skills scores. Moreover, independent t-tests as well as principal component analysis (PCA), were used to compare the advanced and intermediate groups. The results showed that there is a significant difference between Iranian learners with high and medium skill level in the most measured structures in the specifications of the Iranian EFL writing skills test. Most of the measured structures included mode, evaluation and mechanics, respectively.