scholarly journals The Investigation of Difference between PPT and CBT Results of EFL Learners in Iran: Computer Familiarity and Test Performance in CBT

2013 ◽  
Vol 11 ◽  
pp. 66-75
Author(s):  
Monirosadat Hosseini ◽  
Mohamad Jafre Zainol Abidin ◽  
Hamid Kamarzarrin ◽  
Mohamad Khaledian
Keyword(s):  
Test Performance ◽  
The Other ◽  
Test Results ◽  
Computer Experience ◽  
Testing Methods ◽  
Reading Tests ◽  
Efl Learners ◽  
English Reading ◽  
Computer Based ◽  
The Relationship

The purpose of this study is to examine the score comparability of institutional English reading tests in two testing methods, i.e. paper-based and computer-based tests taken by Iranian EFL learners in four language institutes and their branches in Iran. In the present study, the researcher tried to examine whether there is any difference between computer-based test results (henceforth CBT) and paper-based test (PPT) results of a reading comprehension test as well as exploring the relationship between students' prior computer experience and their test performance in CBT. Two equivalent tests were administered to one group of EFL learners in two different occasions, one in paper-based format and the other in computer-based test. Utilizing t-test, the means of two modes have been compared and the results showed the priority of PPT over CBT with .01 degree of difference at p < 05. Using ANOVA, the findings revealed that computer experience had no significant influence on the students’ performance in computerized test.

scholarly journals The Relationship between Reading Strategy Use and EFL Test Performance

2018 ◽  
Vol 22 (1-2) ◽  
pp. 39-52
Author(s):  
Saraswati Dawadi
Keyword(s):  
Foreign Language ◽  
Test Performance ◽  
Reading Strategies ◽  
Cognitive Strategies ◽  
Reading Strategy ◽  
Strategy Use ◽  
Reading Test ◽  
Efl Learners ◽  
English Reading ◽  
The Relationship

There has been a steady interest in investigating the relationship between strategy use and English as a foreign language (EFL) test performance. Despite numerous studies on strategy use, the relationship between the two is still not clear. This paper reports on a study that investigated the use of reading strategies in the Secondary Education Examination English reading test and the relationship between reading strategy use and the test performance. A sample of 312 EFL learners studying at Grade 10 in Nepal participated in this study. They were asked to take the test and then respond to a reading strategy questionnaire. The quantitative software SPSS (version 20) was used to analyze the data. The results indicated that participants were active strategy users, and they used cognitive strategies more frequently than metacognitive strategies. A significant relationship was identified between reading strategy use and EFL proficiency; high-proficiency learners reported significantly higher use of reading strategies than moderate-proficiency learners, who in turn reported higher use of those strategies than their low-proficiency peers. Implications of these findings for EFL teaching and recommendations for further research are discussed.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 39-52

Personality Dysfunction and Lateralized Deficits in Cerebral Functions as Measured by the MMPI and Reitan-Halstead Battery

1976 ◽  
Vol 43 (2) ◽  
pp. 655-659 ◽  
Author(s):  
John Louks ◽  
Donald Calsyn ◽  
Frank Lindsay
Keyword(s):  
Left Hemisphere ◽  
Test Performance ◽  
Neuropsychological Tests ◽  
Neuropsychological Testing ◽  
Test Results ◽  
Personality Organization ◽  
Functional Deficits ◽  
Personality Differences ◽  
Personality Dysfunction ◽  
The Relationship

Previous research using the MMPI has failed to show personality differences between right and left hemispheric brain-damaged patients. The purposes of the present study were, first, to determine whether lateralized deficits in cortical functioning as measured by neuropsychological testing are systematically associated with neurotic-psychotic distinctions on the MMPI Secondly, we wished to determine the strength of predictive association in the relationship between lateralized functional deficits and personality organization A localization key (Russell, et al., 1972) was applied to the “Reitan-Battery” test results for 94 patients who were referred for neuropsychological testing. Based on this approach, 15 pairs of patients were selected who were “left” or “right” hemispheric dysfunctional in terms of test performance. Pairs were matched for age and “average impairment rating” (Russell, et al., 1972). Their MMPIs were also designated “neurotic” or “psychotic” using the Goldberg Psychotic Index (Goldberg, 1972). The results suggest that patients with deficits in left hemisphere functions tend to score in the psychotic range and patients with deficits in right hemispheric functions tend to score in the neurotic range of the MMPI Goldberg Index. In this set of data there was a 38% reduction in error of predicting neurotic-psychotic category by knowing whether the patient was left or right hemispheric dysfunctional in terms of neuropsychological tests.

Eighth-Grade Violinists’ Instrument Tuning Ability

2015 ◽  
Vol 63 (3) ◽  
pp. 349-368 ◽  
Author(s):  
Michael T. Hopkins
Keyword(s):  
United States ◽  
Middle Schools ◽  
Pitch Perception ◽  
The Other ◽  
Eighth Grade ◽  
Perceptual Task ◽  
Perceptual Accuracy ◽  
Computer Based ◽  
The Relationship ◽  
Moderate Relationship

The purpose of this study was to explore the relationship between eighth-grade violinists’ pitch perception and instrument tuning skill. The perceptual task was a researcher-developed computer-based Violin Tuning Perception Test. The instrument tuning task involved tuning two violins, one mistuned flat and the other mistuned sharp. Participants ( N = 46) were enrolled at three middle schools in the midwestern United States. A moderate relationship was found between participants’ perceptual accuracy and instrument tuning accuracy, with pitch perception scores significantly more accurate than instrument tuning scores. Participants tuned the flat instrument more accurately than the sharp instrument. An overall tendency toward flat tuning was evident on both the perception and instrument tuning tests, with responses to items representing the G string, the least accurate on both the perception and the instrument tuning tests. No relationships were found between participants’ rating of their tuning ability and their perceptual or instrument tuning accuracy; however, those who rated themselves as “excellent or good” required significantly less time to complete the instrument tuning test than those who rated themselves as “fair or poor.”

The Water-Polo Intermittent Shuttle Test: A Match-Fitness Test for Water-Polo Players

2006 ◽  
Vol 1 (1) ◽  
pp. 27-39 ◽  
Author(s):  
Iñigo Mujika ◽  
Greg McFadden ◽  
Mark Hubbard ◽  
Kylie Royal ◽  
Allan Hahn
Keyword(s):  
Heart Rate ◽  
Test Performance ◽  
Test Reliability ◽  
Test Results ◽  
Male And Female ◽  
Fitness Test ◽  
Water Polo ◽  
Test Sensitivity ◽  
National League ◽  
The Relationship

Purpose:To develop and validate an intermittent match-fitness test for water-polo players.Methods:Eight male junior players performed the Water Polo Intermittent Shuttle Test (WIST) twice to assess test reliability. To assess test sensitivity and validity, 104 male and female players from different competition standards and playing positions were tested. Eighteen players performed the WIST 5 times throughout a season to track fitness changes. Twelve players performed the WIST 48 hours before 4 consecutive National League games, and coaches awarded individual match-fitness scores based on game performances to assess the relationship between match fitness and test results. Heart rate (HR) and blood lactate (Lablood) were measured during and after each test, respectively.Results:Test–retest performance values were 216 ± 90 vs 229 ± 96 m (r = .98, P = .0001, coefficient of variation [CV] = 5.4%), peak HR 190 ± 8 vs 192 ± 10 bpm (r = .96, P = .0002, CV = 1.2%), and Lablood 7.0 ± 1.8 vs 6.4 ± 1.6 mmol/L (r = .84, P = .0092, CV = 8.8%). Significant differences were observed among different standards of play (range junior regional females 102 ± 10 m, senior international males 401 ± 30 m) and playing positions (field players 305 ± 154 m, center forwards 255 ± 118, goal keepers 203 ± 135 m). Test performance was lower in the early season (344 ± 118 m) than the remainder of the season (range 459 ± 138 to 550 ± 176 m). WIST performance and match-fitness scores correlated for all field players (r = .57, P = .054) but more highly for field players other than center forwards (r = .83, P = .0027).Conclusions:The WIST is a reliable, sensitive, and valid match-fitness test for water-polo players. It could become a useful tool to assess the effects of different interventions on match fitness.

scholarly journals Motivating EFL Students with Conversation Data

2018 ◽  
Vol 9 (6) ◽  
pp. 1138
Author(s):  
Austin Gardiner
Keyword(s):  
Language Learning ◽  
Test Performance ◽  
Communicative Competence ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Test Results ◽  
Efl Learners ◽  
Strategic Reading ◽  
System A ◽  
Efl Students

Motivating learners of English as a Foreign Language (EFL) to improve their speaking fluency is challenging in environments where institutions emphasize reading and listening test performance. The focus tends to shift to strategic reading and listening first in order to attain acceptable test results, often at the expense of communicative competence. Computer Assisted Language Learning (CALL) is well positioned to assess and develop communicative competence for EFL learners, and to motivate them to speak. This article introduces the Objective Subjective (OS) Scoring system, a CALL system which sets clear immediate goals on the path to better communicative competence with data from videoed conversation sessions. It motivates learners to improve on their data in every consecutive conversation session, whereby an environment is created which facilitates conversation practice as well as individual error correction.

scholarly journals The Relationship of Conceptual Tempo to Reading Readiness Test Performance

1976 ◽  
Vol 8 (1) ◽  
pp. 83-87 ◽  
Author(s):  
Jon E. Shapiro
Keyword(s):  
Reading Instruction ◽  
Test Performance ◽  
First Grade ◽  
Test Results ◽  
Mental Age ◽  
Beginning Reading Instruction ◽  
Relationship Of ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Conceptual Tempo

This study was designed to investigate the relationship of reflection-impulsivity to performance on a standardized readiness measure. 90 first grade boys were administered the Matching Familiar Figures test to determine their conceptual tempo. 37 boys were classified as impulsive while 30 were determined to have a reflective conceptual tempo. After determining that no pre-existing differences on chronological age, mental age, or intelligence quotients were evident between the two groups, the 67 subjects were administered the Gates-MacGinitie Readiness Skills Test. Results of the statistical analyses revealed that the reflective subjects were significantly superior on overall test perfromance and on six of eight subtests. Implications for beginning reading instruction and for further research were drawn.

scholarly journals Web-Based Testing: Exploring The Relationship Between Hardware Usability And Test Performance

2012 ◽  
Vol 5 (2) ◽  
pp. 179-186
Author(s):  
Kyle Huff ◽  
Melinda Cline ◽  
Carl S. Guynes
Keyword(s):  
Test Performance ◽  
Computer Hardware ◽  
Test Results ◽  
Web Browser ◽  
Web Based ◽  
Computer Lab ◽  
Performance Effects ◽  
Hardware Configuration ◽  
Testing Center ◽  
The Relationship

Web-based testing has recently become common in both academic and professional settings. A web-based test is administered through a web browser. Individuals may complete a web-based test at nearly any time and at any place. In addition, almost any computer lab can become a testing center. It is important to understand the environmental issues that may influence test performance. This study furthers our understanding of web-based testing. The research is conducted using an experimental method with 220 undergraduate student participants in an academic environment. Test performance effects are examined based on administration environment, computer hardware configuration, and distractions. Results indicate that minor differences in hardware configurations may have a significant effect on test results.

Test Anxiety and Test Performance: Comparing Paper-Based and Computer-Adaptive Versions of the Graduate Record Examinations (Gre©) General Test

2001 ◽  
Vol 24 (3) ◽  
pp. 249-273 ◽  
Author(s):  
Donald E. Powers
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
Large Scale ◽  
Computer Attitudes ◽  
Attitudes Toward Computers ◽  
Large Scale Testing ◽  
General Test ◽  
Computer Based ◽  
Graduate Record Examinations ◽  
The Relationship

Despite some assumptions to the contrary, there is reason to believe that the introduction of computer-adaptive testing may actually help to alleviate test anxiety and diminish the relationship between test anxiety and test performance. This study provided a test of this hypothesis. Results are based on a sample of the Graduate Record Examinations (GRE©) General Test takers who took the computer-adaptive version of the test, and another sample of GRE examinees who took the paper-based version of the test. After taking the test, all examinees completed both a test anxiety inventory and an inventory concerning attitudes toward computers. Relationships were examined between performance on each of the three GRE General Test measures and reports of test anxiety (both worry and emotionality) and computer attitudes (both anxiety and confidence). For both the test anxiety and the computer attitudes scales, the relationship to GRE scores was similar for the computer-adaptive and paper-based GRE General Test. Thus, there was no support for the study's major hypothesis. Several ancillary findings, however, do have implications for large-scale testing programs, especially those moving to computer-based testing.

The relationship between brain reaction and English reading tests for non-native English speakers

2016 ◽  
Vol 1642 ◽  
pp. 384-388
Author(s):  
Pei-Wen Cheng ◽  
Yu-Jie Tian ◽  
Ting-Hua Kuo ◽  
Koun-Tem Sun
Keyword(s):  
Native English Speakers ◽  
English Speakers ◽  
Reading Tests ◽  
English Reading ◽  
The Relationship ◽  
Brain Reaction
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