The Effects of Language Anxiety on Students' Oral Test Performance and Attitudes

1992 ◽  
Vol 76 (1) ◽  
pp. 14-26 ◽  
Author(s):  
ELAINE M. PHILLIPS
Keyword(s):  
Test Performance ◽  
Language Anxiety ◽  
Oral Test

Effects of Strategic Planning Time on L2 Paired Oral Test Performance

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Haizhen Wang ◽  
Fangqi Song
Keyword(s):  
Strategic Planning ◽  
Test Performance ◽  
Test Scores ◽  
Syntactic Complexity ◽  
Task Condition ◽  
L2 Proficiency ◽  
Planning Time ◽  
Efl Learners ◽  
Oral Test ◽  
Verb Forms

AbstractPlanning, as a task condition, is hypothesized to influence L2 test performance and thus test scores (Skehan, 1998). This study investigates the effects of lengths of strategic planning time on L2 paired oral test performance, moderated by L2 proficiency. It aims to determine whether differences in performance result from 0, 1, 2 or 3 minutes of planning time, and whether planning time and proficiency interactively affect performance. The participants were 72 Chinese EFL learners, divided into four groups, each performing the same dialogic task with 1 or 2 or 3 minute planning time or none. All speech recordings were rated by two trained raters, and the transcripts of the speech samples subjected to a discourse analysis, measuring fluency features of Rate A and Rate B, complexity features of syntactic complexity, syntactic variety and lexical variety, and accuracy features of error-free clauses and correct verb forms. Findings show a stable accuracy, higher fluency in the planned condition, and greater syntactic complexity when learners are given 3 minutes’ planning time. No interaction is found between planning time and proficiency.

Language Anxiety in Efl Testing Situations

2007 ◽  
Vol 153 ◽  
pp. 53-75 ◽  
Author(s):  
Meihua Liu
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
Language Anxiety ◽  
Proficiency Levels ◽  
Efl Students

Abstract This paper reports on a study on orai English test anxiety in Chinese undergraduate EFL students at different proficiency levels. Data collected from a 34-item survey observations, and interviews revealed that (1) the majority of the students felt at least somewhat anxious about oral English tests, (2) the more proficient students tended to be less anxious, (3) oral English test anxiety negatively affected students' test performance, (4) a multitude of variables contributed to oral English test anxiety, and (5) most students felt helpless about being anxious about oral English tests. Based on these findings, some suggestions and implications are discussed.

The Effects of Different Lengths of Pretask Planning Time on L2 Learners' Oral Test Performance

2014 ◽  
Vol 49 (1) ◽  
pp. 38-66 ◽  
Author(s):  
Lanlan Li ◽  
Jiliang Chen ◽  
Lan Sun
Keyword(s):  
Test Performance ◽  
Planning Time ◽  
Oral Test ◽  
L2 Learners

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

244 Derivation and validation of a clinical risk-model in heart failure based on 6-min walk test performance and NT-proBNP status

2007 ◽  
Vol 6 (1) ◽  
pp. 46-46
Author(s):  
L FRANKENSTEIN ◽  
L INGLE ◽  
A REMPPIS ◽  
D SCHELLBERG ◽  
C SIGG ◽  
...  
Keyword(s):  
Heart Failure ◽  
Test Performance ◽  
Risk Model ◽  
Walk Test ◽  
Clinical Risk
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