scholarly journals Perceived effects of CET4 test preparation, language ability, and test performance: An exploratory study of Chinese EFL learners

2021 ◽  
Vol 4 (2) ◽  
pp. 38-58
Author(s):  
Jiuliang Li
Keyword(s):  
Test Performance ◽  
Exploratory Study ◽  
Test Preparation ◽  
Language Ability ◽  
Efl Learners ◽  
Perceived Effects

scholarly journals Learning-Oriented Assessment, Critical Thinking and English Language Speaking Skills: Exploratory Study of Saudi EFL Learners

2019 ◽  
Vol 7 (1) ◽  
pp. 37
Author(s):  
Mansoor S. Almalki
Keyword(s):  
Critical Thinking ◽  
Exploratory Study ◽  
English Language ◽  
Peer Assessment ◽  
Vital Role ◽  
Efl Learners ◽  
Whole Process ◽  
Speaking Proficiency ◽  
Daunting Task ◽  
English Speaking

This exploratory study uses the theoretical underpinnings of Learning-Oriented Assessment (LOA) to investigate Saudi EFL learners’ perceptions as well as their progress in the comparative analysis of an LOA group of students and a traditional control class at Taif University English Language Centre (TUELC). The study uses both quantitative and qualitative techniques to assess how learners in the LOA group improve their English speaking proficiency during the course. The data shows that LOA proved to be a successful resource in the whole process. Answering three research questions, the study concludes that LOA may prove to be a daunting task for teachers due to their excessive monitoring responsibilities, yet it plays a vital role in improving the learners’ critical thinking, their abilities for self and peer assessment and improving their overall English language skills.

scholarly journals Indicators of Achievement in EFL Classes at a Taiwanese University

2012 ◽  
Vol 2012 ◽  
pp. 1-8
Author(s):  
Brent Allan Kelsen ◽  
Hsin-yi Liang
Keyword(s):  
Test Performance ◽  
English Language ◽  
First Language ◽  
Explanatory Power ◽  
Student Assessment ◽  
Language Ability ◽  
Stepwise Multiple Regression ◽  
Future Research ◽  
Final Exam ◽  
Dependent Variables

Understanding the factors that contribute to student success is crucial for educators. This study estimated the indicators of success in the context of student achievement in university EFL courses in Taiwan. Data was collected from two classes of sophomore students and various student assessment aspects served as dependent variables: overall final grade, final exam score, oral test performance, and scores received on the listening, reading, and writing sections of the final exam. Explanatory variables included: years of English study, gender, part-time work, total hours studying English, participation in English-taught program, English language aptitude, first language ability, intrinsic motivation, extrinsic motivation, language anxiety, attendance, reading English for pleasure, and socioeconomic status. Pearson product-moment correlations were calculated and stepwise multiple regression analyses identified selections of variables that explained the dependent variables. Multiple regressions using the selected variables suggested that hours spent studying English, participation in the English taught program, first language ability, attendance and reading for pleasure were the most significant indicators of achievement. All models provided statistically significant moderate to strong explanatory power. Finally, this paper offers pedagogical considerations based on the results, as well as suggestions for future research.

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.

Young Korean EFL Learners’ Spelling Errors: An Exploratory Study

2020 ◽  
Vol 107 ◽  
pp. 123-146
Author(s):  
Sinae Wang ◽  
◽  
Incheol Choi ◽  
Daria Soon-Young Seog
Keyword(s):  
Exploratory Study ◽  
Spelling Errors ◽  
Efl Learners ◽  
Korean Efl Learners

Perceived Effects on Health Professionals of a Mind-Body Medicine Program: Exploratory Study with Physicians

2014 ◽  
Vol 20 (5) ◽  
pp. A99-A99
Author(s):  
Josée Lachance ◽  
Pierre Paillé ◽  
Jean-François Desbiens ◽  
Marianne Xhignesse
Keyword(s):  
Health Professionals ◽  
Exploratory Study ◽  
Perceived Effects ◽  
Mind Body Medicine
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