Test validity can be jeopardized to the extent that test scores are contaminated by factors other than those intended by the test. Many method specific factors and examinees' personal characteristics can influence test performance. In this study the contribution of four construct-irrelevant factors, namely, exam anxiety, reading anxiety, ambiguity…

A study of test performance and field dependent-independent (FD/I) cognitive style in 250 college students showed consistently positive correlation between FI and cloze test scores, and other measures such as final grade. It is suggested cloze tests may call forth cognitive restructuring capabilities more easily for more field independent…

Traces the formulation and norming of a questionnaire constructed for the self-reporting of English-as-a-Second-Language students on their preferred perceptual learning styles, focusing on the problem of reliability and validity in survey design. (CB)

This paper introduces a model of adaptive learning relevant to adult learners of English for academic purposes (EAP) in Australia. Adaptive learning refers to latent variables hypothesized to contribute to optimal performance in the language. The model comprises motivation, self-efficacy, language learning anxiety, language learning strategies,…

A Dutch study of the relationship between different student cognitive styles and foreign language achievement focused on the development and analysis of a grammar test for English as a second language. The test consists of ten subtests requiring the student to manipulate aspects of English syntactic, morphosyntactic, and morphological structure.…