Junfei Li

This study examines the ratings of a group of Chinese college students’ oral English production by the teacher and learner raters, with the task items, the scoring criteria, and comparative weights all designed and created by the learners themselves after careful deliberation. Descriptive statistics, the paired samples t-test, and the analytic hierarchy process (AHP) model have been employed to find out the differences between mean scores for different types of raters. The results show that the teacher raters’ ratings were significantly different from those of the learner raters. Generally, the score consistency of the oral English test under the learner- driven approach in which the learners develop the rating criteria and comparative weights is partially acceptable although there are certain limitations in need of further investigation. Educational implications are discussed.

Bin Chen

Ya Li

Kellie A Shumack

The online program of college English listening is a newly reformed curriculum of one university in central China. Due to the fact that students lack independent learning experiences and abilities, this program provided them with learning strategy training and teachers’ support. In the process of implementing the program, a study was conducted on students’ learning motivation, strategies, attitudes, and materials used in the program. Further, students’ national college English listening test scores were collected as data for analysis. The results showed that: a) there were differences in behavioral attitude and socio-affective strategies between male and female students; b) there were differences in listening scores, behavioral attitude, metacognitive strategies, and socio-affective strategies between arts and science students; and c) six factors could be associated with students’ English listening proficiency: metacognitive strategies, cognitive strategies, emotional attitude, behavioral attitude, intrinsic motivation, and extrinsic motivation. These findings could help the program adjust the approaches to fostering students’ independent learning abilities.