scholarly journals Test Anxiety: A Case of ESL Vocabulary Testing Using Multiple-Choice Items and Error Identification Tests

2020 ◽  
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
English Language ◽  
Multiple Choice ◽  
Test Phase ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Choice Test ◽  
Error Identification ◽  
The Impact

The current study seeks to discern the impact of test anxiety on English language students’ test performance. The major instruments which helped gathering data were two different formats of vocabulary test and a questionnaire survey which identified the level of anxiety. Participants were fifty female English language learners who were studying at intermediate and upper-intermediate levels of English. These students were grouped into two groups of MC and EI according to their scores in the examinations they were given in the pre-test phase, multiple-choice test and error identification test. The survey after the pre-test indicated the level of anxiety these tests have brought. During a span of twenty-week period students received different teaching plans respectively. The same tests in pre-test were administered in the post-test phase and the questionnaire illustrated the level of anxiety after each student has received particular treatment. The findings showed that the level of test anxiety is higher in the group which received and tested on error identification format of vocabulary knowledge test. This increase of test anxiety was by definition significant in comparison with the other group, MC. The other important part of this study was coming to this conclusion that while students were given their particular teaching plans, debilitative anxiety still impedes them from having a strong and high performance which in turn needs more considerations from their teachers and examiners.

scholarly journals Test anxiety among English language learners: A case of vocabulary testing using multiple-choice items and error identification tests

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Yasin Khoshhal
Keyword(s):  
English Language Learners ◽  
Test Anxiety ◽  
Language Learners ◽  
English Language ◽  
Negative Impact ◽  
Multiple Choice ◽  
High Stake ◽  
Error Identification ◽  
Multiple Choice Items ◽  
The Impact

Introduction. This study sought to discern the impact of test anxiety on English language learners’ test performance. Method. Fifty female learners at intermediate and upper-intermediate levels of English were divided into two groups – Multiple-Choice (MC) and Error Identification (EI) – according to their scores in vocabulary tests given in the pre-treatment phase. A questionnaire was then administered to assess the level of anxiety brought about by these tests. During a 20-week period the EI group received lesson plans designed based on error-identification activities, while the MC group was offered instructions including multiple-choice items. After the treatment, the same tests and questionnaire were administered. Results and Discussion. The findings showed that the level of test anxiety was higher in the EI group compared with the MC group. The positive role of familiarization and the negative impact of debilitative anxiety were observed through this study. The findings of the current study can be transferred to other high-stake proficiency tests.

scholarly journals The effects of an online program and test format on student performance

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Stephen Lippi
Keyword(s):  
Student Performance ◽  
Test Performance ◽  
Multiple Choice ◽  
Learning System ◽  
Choice Test ◽  
Test Format ◽  
Short Answer ◽  
Student Test ◽  
The Impact ◽  
Student Test Performance

The testing effect is a phenomenon that predicts increased retention of material when individuals are tested on soon-to-be-recalled information (McDaniel, Anderson, Derbish, & Morrisette, 2007). Although this effect is well documented in numerous studies, no study has looked at the impact that computer-based quizzes or online companion tools in a course can have on test performance. In addition to the use of online programs, it is important to understand whether or not the presentation of different question types can lead to increased or decreased student test performance. Although other pedagogical studies have looked at question order on student performance (Norman, 1954; Balch, 1989), none has looked at whether students exposed to questions in short answer format (testing free recall) before taking a multiple choice test (recognition memory) can lead to increased exam scores. The present study sought to understand how use of an online learning system (MindTap, Cengage) and test format order could affect final test scores. There were 5 exams (consisting of separate short answer and multiple choice sections) given to each set of Physiological Psychology students at George Mason University; each exam being worth 150 points. Results indicate that testing order (whether short-answer sections or multiple choice sections were taken first) impacts student test performance and this effect may be mediated by whether or not an online computer program is required. This research has implications for course organization and selection of test format, which may improve student performance. 

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

scholarly journals The impact of pre-task planning on speaking test performance for English-medium university admission

2019 ◽  
Vol 36 (4) ◽  
pp. 505-526 ◽  
Author(s):  
Stefan O’Grady
Keyword(s):  
Second Language ◽  
Test Performance ◽  
English Language ◽  
Rating Scale ◽  
Statistical Significance ◽  
Task Type ◽  
Task Planning ◽  
Planning Time ◽  
University Admission ◽  
The Impact

This study investigated the impact of different lengths of pre-task planning time on performance in a test of second language speaking ability for university admission. In the study, 47 Turkish-speaking learners of English took a test of English language speaking ability. The participants were divided into two groups according to their language proficiency, which was estimated through a paper-based English placement test. They each completed four monologue tasks: two picture-based narrative tasks and two description tasks. In a balanced design, each test taker was allowed a different length of planning time before responding to each of the four tasks. The four planning conditions were 30 seconds, 1 minute, 5 minutes, and 10 minutes. Trained raters awarded scores to the test takers using an analytic rating scale and a context-specific, binary-choice rating scale, designed specifically for the study. The results of the rater scores were analysed by using a multifaceted Rasch measurement. The impact of pre-task planning on test scores was found to be influenced by four variables: the rating scale; the task type that test takers completed; the length of planning time provided; and the test takers’ levels of proficiency in the second language. Increases in scores were larger on the picture-based narrative tasks than on the two description tasks. The results also revealed a relationship between proficiency and pre-task planning, whereby statistical significance was only reached for the increases in the scores of the lowest-level test takers. Regarding the amount of planning time, the 5-minute planning condition led to the largest overall increases in scores. The research findings offer contributions to the study of pre-task planning and will be of particular interest to institutions seeking to assess the speaking ability of prospective students in English-medium educational environments.

scholarly journals Sustainable futures online

2017 ◽  
Vol 25 (1) ◽  
pp. 24-32
Author(s):  
Derek Jeffrey Raine ◽  
Sarah Gretton ◽  
Duncan Greenhill
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Content Type ◽  
Management Level ◽  
Evaluation Questionnaire ◽  
Sustainability Literacy ◽  
Wide Scale ◽  
Education Achievement ◽  
The Impact

Purpose This paper aims to report on a project to adapt existing material from some modules on sustainability delivered face-to-face by the Centre for Interdisciplinary Science to create a non-credit bearing course in sustainability delivered on-line and available to all students at the University. A total of 250 staff and students signed up for the course, 104 completed at least one multiple choice test and 49 completed the essay assignment for the Higher Education Achievement Record (HEAR) recognition. Feedback from students completing the evaluation questionnaire was overwhelmingly positive. The authors reflect on lessons learnt in preparing and delivering the course and the impact on university strategy. Design/methodology/approach The course was piloted in the 2014-2015 academic year. Findings A total of 250 staff and students signed up for the course; 104 completed at least one multiple choice test and 49 completed the essay assignment for HEAR recognition. Feedback from students completing the evaluation questionnaire was overwhelmingly positive. Originality/value The paper presents a case study of a bottom-up approach to the introduction of sustainability literacy modules on an institution-wide scale that has influenced changes at senior management level.

scholarly journals The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge

2017 ◽  
Vol 7 (1) ◽  
pp. 50
Author(s):  
Seyyed Rasool Mirghasempoor Ahmadi
Keyword(s):  
Learning Style ◽  
Undergraduate Students ◽  
Reading Ability ◽  
English Language ◽  
Vocabulary Learning ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Significant Difference ◽  
Different Dimensions ◽  
The Impact

Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examinenumerous effective factors on these dimensions. The present study aimed to show the effects of different vocabularylearning styles through extensive and intensive reading programs on depth and breadth aspects of vocabularyknowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translationin Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on theirlevel of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation ofparticipants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the readingcomprehension items of MEPT show that they are all at the intermediate level of reading ability. Participantsdivided into three experimental groups randomly: two groups were in the extensive reading program with differentform-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in theintensive reading program as intentional vocabulary learning style. Participants in these experimental groups readlong stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) andVocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also,determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results ofPaired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the periodbetween the pre- and post-test, but, there was a significant difference between the effects of incidental vocabularylearning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, therewas a significant difference between the effects of the form-focused and meaning-focused task.

Effects of delayed retention on multiple-choice test performance

1976 ◽  
Vol 1 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Gary Phye ◽  
Joseph Gugliemella ◽  
Janet Sola
Keyword(s):  
Test Performance ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test

scholarly journals THE IMPACT OF COOPERATIVE LEARNING METHOD ON YEMENI ADULT STUDENTS’ KNOWLEDGE OF GLOBAL ISSUES VOCABULARY

2020 ◽  
Vol 5 (34) ◽  
pp. 102-115
Author(s):  
Lamis Abdulkarim Al-Shuga’a ◽  
Kamariah Yunus ◽  
Mohammed Abdulgalil Abugohar
Keyword(s):  
Cooperative Learning ◽  
Adult Students ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Learning Method ◽  
Learning Methods ◽  
Global Issues ◽  
Positive Effects ◽  
The Impact ◽  
Experimental Group

The cooperative learning method is one of the most effective student-centered learning methods used in teaching English language classes. It is an updated and effective pedagogic method that should be integrated into classrooms. The previously reviewed studies showed that the use of cooperative learning method may improve students’ knowledge of the language. This paper aims at investigating the impact of cooperative learning methods on Yemeni adult students’ knowledge of global issues vocabulary. The study employed an experimental method research design where the quantitative data collection method was conducted. A pretest and posttest (of the same test) were administered to the 25 respondents in the experimental group and the other 25 respondents in the control group. The Statistical Package for Social Sciences (SPSS) version 25.0 was used to analyse the difference between the two groups’ performance using the t-test. Results showed that the students in the experimental group performed significantly better than the students in the comparison group in the required tasks relating to global issues vocabulary knowledge. Findings also indicated that the cooperative learning method had positive effects on students’ vocabulary knowledge in classrooms. The participants gained confidence and their language skills were improved. Social skills like leadership, decision-making, trust-building, communication, and conflict-management skills were also developed. The study concludes that cooperative learning contributes to cognitive growth, increased autonomy and productivity of adult learners. The cooperative learning method should be integrated into English language classrooms to improve the growth and productive knowledge of students at the tertiary level.

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