Checking assumed proficiency: Comparing L1 and L2 performance on a university entrance test

Amuzie, 2009, Changes in language learning beliefs as a result of study abroad, System, 37, 366, 10.1016/j.system.2009.02.011 Baba, 2009, Aspects of lexical proficiency in writing summaries in a foreign language, Journal of Second Language Writing, 18, 191, 10.1016/j.jslw.2009.05.003 Chan, 2015, Developing rubrics to assess the reading-into-writing skills: A case study, Assessing Writing, 26, 20, 10.1016/j.asw.2015.07.004 Council of Europe, 2001 CNaVT (2014). STRT Validity Argument. Unpublished policy document. Cumming, 2013, Assessing integrated writing tasks for academic purposes: Promises and perils, Language Assessment Quarterly, 10, 1, 10.1080/15434303.2011.622016 Deygers, 2017, University entrance language tests: examining assumed equivalence Deygers, 2017, The B2 level and the dream of a common standard, Language Assessment Quarterly Deygers, 2017, University entrance language tests: a matter of justice, Language Testing, 10.1177/0265532217706196 de Larios, 2001, A temporal analysis of formulation processes in L1 and L2 writing, Language Learning, 51, 497, 10.1111/0023-8333.00163 De Wachter, 2013, Taal: noodzakelijke, maar niet enige voorwaarde tot studiesucces. Correlatie tussen resultaten van een taalvaardigheidstoets en slaagcijfers bij eerstejaarsstudenten aan de KU Leuven, Levende Talen Tijdschrift, 14, 28 di Gennaro, 2009, Investigating differences in the writing performance of international and Generation 1.5 students, Language Testing, 26, 533, 10.1177/0265532209340190 di Gennaro, 2013, How different are they? A comparison of Generation 1.5 and international L2 learners’ writing ability, Assessing Writing, 18, 154, 10.1016/j.asw.2013.01.003 di Gennaro, 2016, Searching for differences and discovering similarities: Why international and resident second-language learners’ grammatical errors cannot serve as a proxy for placement into writing courses, Assessing Writing, 29, 1, 10.1016/j.asw.2016.05.001 Engle, 2003, Study abroad levels: Toward a classification of program types, Frontiers: The Interdisciplinary Journal of Study Abroad, 9, 1, 10.36366/frontiers.v9i1.113 Field, 2012 Fox, 2005, Rethinking second language admission requirements: Problems with language-residency criteria and the need for language assessment and support, Language Assessment Quarterly, 2, 85, 10.1207/s15434311laq0202_1 Ginther, 1998, Language background, ethnicity, and the internal construct validity of the Advanced Placement Spanish Language Examination, 169 Glorieux, 2015 Gorter, 2012, Regional minorities, education and language revitalization, 184 Gu, 2014, At the interface between language testing and second language acquisition: Language ability and context of learning, Language Testing, 31, 111, 10.1177/0265532212469177 Gu, 2008, Changing places: a study of Chinese students in the UK, Language and Intercultural Communication, 8, 224, 10.1080/14708470802303025 Hamilton, 1993, Rating scales and native speaker performance on a communicatively oriented EAP test, Language Testing, 10, 337, 10.1177/026553229301000307 Harklau, 1999 Herelixka, 2013 Hirvela, 2016, Academic reading into writing, 127 Housen, 2011, Conceptualizing and measuring the impact of contextual factors in instructed SLA—The role of language prominence, IRAL: International Review of Applied Linguistics in Language Teaching, 49, 83, 10.1515/iral.2011.005 Huie, 2003, Learning to write in the primary grades: Experiences of english language learners and mainstream students, TESOL Journal, 12, 25, 10.1002/j.1949-3533.2003.tb00116.x Hulstijn, 2015 Hulstijn, 2011, Language proficiency in native and nonnative speakers: An agenda for research and suggestions for second-language assessment?, Language Assessment Quarterly, 8, 229, 10.1080/15434303.2011.565844 Hyland, 2016, General and specific EAP, 17 Juan-Garau, 2014, L2 English learners’ lexico-grammatical and motivational development at home and abroad, 235 Kaiser, 1974, An index of factorial simplicity, Psychometrika, 39, 31, 10.1007/BF02291575 Keck, 2006, The use of paraphrase in summary writing: A comparison of L1 and L2 writers, Journal of Second Language Writing, 15, 261, 10.1016/j.jslw.2006.09.006 Keck, 2014, Copying, paraphrasing, and academic writing development: A re-examination of L1 and L2 summarization practices, Journal of Second Language Writing, 25, 4, 10.1016/j.jslw.2014.05.005 Koda, 1993, Task-induced variability in FL composition: Language-specific perspectives, Foreign Language Annals, 26, 332, 10.1111/j.1944-9720.1993.tb02290.x Lee, 2003, Discourse structure and rhetoric of English narratives: Differences between native English and Chinese non-native English writers, Text, 23, 347, 10.1515/text.2003.015 Leki, 2008 Linacre, M. (2015). Facets (Version 3.71.4). Beaverton, Oregon, Winsteps.com. Llanes, 2012, The role of individual differences in a study abroad experience: The case of Erasmus students, International Journal of Multilingualism, 9, 318, 10.1080/14790718.2011.620614 Lynch, 2011, Academic listening in the 21st century: Reviewing a decade of research, Journal of English for Academic Purposes, 10, 79, 10.1016/j.jeap.2011.03.001 McNamara, 2011, Fairness versus justice in language testing: The place of English Literacy in the Australian Citizenship Test, Language Assessment Quarterly, 8, 161, 10.1080/15434303.2011.565438 Norris, 2002, Interpretations, intended uses and designs in task-based language assessment, Language Testing, 19, 337, 10.1191/0265532202lt234ed Onderwijs Vlaanderen, 2015 Paradis, 2007, Early bilingual and multilingual acquisition, 15 Pérez-Tattam, 2013, Measuring grammatical knowledge and abilities in bilinguals: Implications for assessment and testing, 111 Peters, 2010 Phillips, 2007, Adding complexity: Philosophical perspectives on the relationship between evidence and policy, Yearbook of the National Society for the Study of Education, 106, 376, 10.1111/j.1744-7984.2007.00110.x Polio, 2013, The acquisition of second language writing, 319 Rijlaarsdam, 2005, Psychology and the teaching of writing in 8000 and some words, British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education, 3, 127 Sanz, 2014, Contributions of study abroad research to our understanding of SLA processes and outcomes: The SALA Project, an appraisal, 1 Schoonen, 2003, First language and second language writing: The role of linguistic knowledge, speed of processing, and metacognitive knowledge, Language Learning, 53, 165, 10.1111/1467-9922.00213 Serrano, 2012, A longitudinal analysis of the effects of one year abroad, Canadian Modern Language Review, 68, 138, 10.3138/cmlr.68.2.138 Song, 2012, Note-taking quality and performance on an L2 academic listening test, Language Testing, 29, 67, 10.1177/0265532211415379 Stricker, 2004, The performance of native speakers of English and ESL speakers on the computer-based TOEFL and GRE General Test, Language Testing, 21, 146, 10.1191/0265532204lt279oa Tillema, 2013, Quantifying the quality difference between L1 and L2 essays: A rating procedure with bilingual raters and L1 and L2 benchmark essays, Language Testing, 30, 71, 10.1177/0265532212442647 Universiteit Gent, 2013 Van Houtven, 2010, Hoe staat het met de taal van studenten? Exploratieve studie naar begrijpend lezen en samenvatten bij instromende studenten in het Vlaamse hoger onderwijs, Levende Talen Tijdschrift, 11, 29 Van Weijen, 2009 Van Weijen, 2008, Differences in process and process-product relations in L2 writing, ITL Applied Linguistics, 156, 203, 10.1075/itl.156.18wei Victori, 1999, An analysis of writing knowledge in EFL composing: A case study of two effective and two less effective writers, System, 27, 537, 10.1016/S0346-251X(99)00049-4 Weigle, 2002 Weigle, 2015, Linguistic dimensions of impromptu test essays compared with successful student disciplinary writing: Effects of language background, topic, and L2 proficiency, Journal of English for Academic Purposes, 18, 25, 10.1016/j.jeap.2015.03.006 Weigle, 2016, Assessment of english for academic purposes, 165 Wolfe, 2016, Features of difficult-to-score essays, Assessing Writing, 27, 1, 10.1016/j.asw.2015.06.002 Wu, 2013, Native and non-native students’ interaction with a text-based prompt, Assessing Writing, 18, 202, 10.1016/j.asw.2013.01.001 Yu, 2013, From integrative to integrated language assessment: Are we there yet?, Language Assessment Quarterly, 10, 110, 10.1080/15434303.2013.766744 Yu, 2013, The use of summarization tasks: Some lexical and conceptual analyses, Language Assessment Quarterly, 10, 96, 10.1080/15434303.2012.750659