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Download full textLi, Jiuliang – Language Education & Assessment, 2021
This study examined the perceived effects of test preparation for College English Test Band 4 (CET4) on development of language ability and test performance, which has not received sufficient attention previously. A total of 79 undergraduate students from two classes in a Chinese university participated in the study. At the end of the CET4…
Descriptors: Language Tests, English (Second Language), Second Language Learning, Second Language Instruction
Direct linkSpada, Marcantonio M.; Moneta, Giovanni B. – Educational Psychology, 2014
The objective of this study was to verify the structure of a model of how surface approach to studying is influenced by the trait variables of motivation and metacognition and the state variables of avoidance coping and evaluation anxiety. We extended the model to include: (1) the investigation of the relative contribution of the five…
Descriptors: Metacognition, Study Habits, Predictor Variables, Test Anxiety
Yu, Guoxing; He, Lianzhen; Rea-Dickins, Pauline; Kiely, Richard; Lu, Yanbin; Zhang, Jing; Zhang, Yan; Xu, Shasha; Fang, Lin – ETS Research Report Series, 2017
Language test preparation has often been studied within the consequential validity framework in relation to ethics, equity, fairness, and washback of assessment. The use of independent and integrated speaking tasks in the "TOEFL iBT"® test represents a significant development and innovation in assessing speaking ability in academic…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Oral Language
Kang, Che Chang – English Language Teaching, 2014
The study aimed at investigating TOEIC score distribution patterns and learner satisfaction in an intensive TOEIC course and drew implications for pedagogical practice. A one-group pre-test post-test experiment and a survey on learner satisfaction were conducted on Taiwanese college EFL students (n = 50) in a case study. Results showed that the…
Descriptors: Teaching Methods, Second Language Learning, Second Language Instruction, English (Second Language)
Pan, Yi-Ching – TESL-EJ, 2014
In much of the world, the issue of accountability and measurement of educational outcomes is highly controversial. Exit testing is part of the movement to ascertain what students have learned and hold institutions and teachers to account. However, compared to the large number of teacher washback studies, learner washback research is lacking…
Descriptors: Standardized Tests, Exit Examinations, Questionnaires, College Students
Burns, David J. – Journal of the Scholarship of Teaching and Learning, 2008
Immediately prior to an exam, it is common to hear students commenting on whether they anticipate doing as well on the exam as they expect (or, in other words, whether they anticipate performing as well on the exam as the standard at which they believe they should be performing). These anticipations have received little past research attention. In…
Descriptors: Academic Achievement, Expectation, Student Attitudes, Self Efficacy
Cole, James S.; Bergin, David A.; Whittaker, Tiffany A. – Contemporary Educational Psychology, 2008
We investigated motivation for taking low stakes tests. Based on expectancy-value theory, we expected that the effect of student perceptions of three task values (interest, usefulness, and importance) on low stakes test performance would be mediated by the student's reported effort. We hypothesized that all three task value components would play a…
Descriptors: Undergraduate Students, Student Motivation, Scores, Predictor Variables
