Accommodations and Modifications as Facilitation: A Case study on the Usage of Three Modes of Accommodations And Modifications in the Final Exams of Pre-TOEFL Students in Iran

Accommodations and Modifications as Facilitation: A Case study on the Usage of Three Modes of Accommodations And Modifications in the Final Exams of Pre-TOEFL Students in Iran

Accommodation and modifications are considered to be essential parts of English as a second language assessment. Since the number of students suffering from Limited English Proficiency (LEP) is increasing based on several reported research, the usage of accommodations and modifications seems quite inevitable. The researchers of the current study put an effort to examine the effects of three modes of accommodations and modifications on the test scores of four groups of ESL learners at pre-TOEFL level in Iran to see whether there were any differences among different modes of accommodations and modifications. To fulfil the purpose, first, an Oxford Placement Test was administered to 89 English language learners. Those who scored between -1 and -2 SD were selected. Four groups, each group consisting of 11 students, were assigned as group A, control group which received no intervention or treatment, groups B, C and D successively receiving the extended time, dictionary and extended time plus dictionary as three modes of accommodations and modifications. The result showed a significant difference among the test scores of the above mentioned groups. First, there was a significant difference between the scores of the control group and three other experimental groups. Second, there was no significant difference between the test scores of groups B and C. Third, there was a significant difference between the scores of group D and scores of groups B and C.

Accommodation and modifications are considered to be essential parts of English as a second language assessment. Since the number of students suffering from Limited English Proficiency (LEP) is increasing based on several reported research, the usage of accommodations and modifications seems quite inevitable. The researchers of the current study put an effort to examine the effects of three modes of accommodations and modifications on the test scores of four groups of ESL learners at pre-TOEFL level in Iran to see whether there were any differences among different modes of accommodations and modifications. To fulfil the purpose, first, an Oxford Placement Test was administered to 89 English language learners. Those who scored between -1 and -2 SD were selected. Four groups, each group consisting of 11 students, were assigned as group A, control group which received no intervention or treatment, groups B, C and D successively receiving the extended time, dictionary and extended time plus dictionary as three modes of accommodations and modifications. The result showed a significant difference among the test scores of the above mentioned groups. First, there was a significant difference between the scores of the control group and three other experimental groups. Second, there was no significant difference between the test scores of groups B and C. Third, there was a significant difference between the scores of group D and scores of groups B and C.