scholarly journals Language testing

2007 ◽  
Vol 40 (2) ◽  
pp. 162-163
Keyword(s):  
Language Learning ◽  
Test Anxiety ◽  
Learning Strategies ◽  
Test Performance ◽  
Test Preparation ◽  
Language Testing ◽  
Language Learning Strategies ◽  
Listening Test ◽  
Oxford University ◽  
And Training

07–282In'nami, Yo (U Tsukuba, Japan; [email protected]), The effects of test anxiety on listening test performance. System (Elsevier) 34.3 (2006), 317–340.07–283McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.07–284McGinley K. (Dublin Language Institute; [email protected]), The ‘Test of Interactive English’: From conception to implementation. ELT Journal (Oxford University Press) 60.4 (2006), 374–381.

scholarly journals Strategies Instruction to Improve the Preparation for English Oral Exams

2016 ◽  
Vol 18 (1) ◽  
pp. 129-147 ◽  
Author(s):  
José Vicente Abad ◽  
Paula Andrea Alzate
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Test Performance ◽  
Oral Communication ◽  
Oral Exam ◽  
Language Learning Strategies ◽  
Post Intervention ◽  
And Performance ◽  
Strategies Instruction ◽  
The Impact

<p><span>This article presents the results of an inter-institutional research study that assessed the impact of strategies instruction on students’ preparation for and performance in oral exams. Two teacher-researchers at different universities trained 26 students in their respective B1-English-level courses in using language learning strategies. The study included pre- and post-intervention tests and on-line questionnaires after each oral exam. After comparing the test scores and analyzing the questionnaire responses, we arrived at two main conclusions: First, that strategies instruction, especially in combination with evaluation rubrics, promotes students’ autonomy and enhances their oral test performance. Second, that students’ use of language learning strategies is influenced by instructional variations tied to the relative importance that teachers ascribe to specific aspects of oral communication.</span></p>

scholarly journals Influence of Language Learning Strategies to the English Proficiency Test Performance of College Students

2018 ◽  
Vol 32 (1) ◽  
pp. 149
Author(s):  
Harieth C.  Cawagdan – Cuarto C. Cawagdan– Cuarto ◽  
Emelinda E. Rivera
Keyword(s):  
College Students ◽  
Social Learning ◽  
Language Learning ◽  
Learning Strategies ◽  
Test Performance ◽  
Proficiency Test ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Study Results ◽  
Social Learning Strategies

Learning of English as second and even foreign language has been stressed out in all levels of education. Thus, teachers and researchers have been focusing on describing externally observable behaviors of language learners, followed by attempts to label categorized strategic behaviors and link them to language proficiency. This descriptive correlational study aimed to describe the extent of learners’ use of the language learning strategies (LLS) and determine its relationship with the English proficiency test performance of college students (N=82). The Oxford’s Strategy Inventory Language Learning (SILL) and a standardized College English Proficiency Test were the main instruments of the study. Results showed that memory, metacognitive, cognitive, compensation, organizing and evaluation and affective learning strategies do not significantly affect students’ English proficiency test performance; whereas social learning strategies is a strong predictor of students’ English proficiency test performance. This research provides a basis for utilizing social learning strategies as an intervention for improving students’ English proficiency.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Diah Astuty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Academic Language ◽  
Target Language ◽  
Language Learning Strategies ◽  
Source Language ◽  
Lexical Constraints ◽  
Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

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