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臺灣大學生閱讀與應試策略運用研究 ; A Study of Reading & Test-Taking Strategy Use Adopted by College Students in Taiwan
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How valid are domain experts' judgements of workplace communication? Implications for setting standards on the Occupational English Test (OET) Writing sub-test
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The discourse of the IELTS Speaking Test : interactional design and practice
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| 27 |
The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand
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| 28 |
Science literacy in Saudi Arabia through language analysis of a secondary school physics textbook
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Test-takers’ contribution to the validation of uses of high-stakes language tests
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| 30 |
Sprache im italienischen Erdkundeunterricht. Eine multiperspektivische Studie ...
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Sprache im italienischen Erdkundeunterricht. Eine multiperspektivische Studie
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Schöber, Stephanie. - : Budrich UniPress Ltd., 2017. : Opladen, 2017. : Berlin, 2017. : Toronto, 2017. : pedocs-Dokumentenserver/DIPF, 2017
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In: Opladen ; Berlin ; Toronto : Budrich UniPress Ltd. 2017, 658 S. (2017)
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| 32 |
A Critical Examination of Standardised Testing of Minority Language Children
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A critical examination of standardized testing of Minority Language Children
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| 34 |
A Critical Examination of Standardised Testing of Minority Language Children
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| 35 |
Exploring Relations between Korean Test Takers' Anxiety and Performance on the Test of English for International Communication in Listening and Reading Comprehension (TOEIC LR)
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| 37 |
Mehrsprachigkeit und ihre Implikationen im Fremdsprachenerwerb aus Lernenden- und Lehrendenperspektive im berufsbildenden mittleren und höheren Schulwesen in Wien 2017
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| 38 |
Narrative Medicine in the Native Tongue: The Effect of the L1 as a Moderating Variable of Exam Performance in Experimental Disclosure Therapy
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Abstract:
There is increasing evidence supporting a link between writing about one's emotional experiences and alleviating physical and psychological ailments. Recently, in the academic milieu, studies have focused on relieving test anxiety via experiential disclosure (as it is called); however, relevant studies have only focused on uses of the paradigm in monolingual environments. The role of the native language in an English-only environment has so far been vastly ignored by the literature on this paradigm. This is particularly troubling as studies suggest emotivity is more potent in one's native language than in subsequent languages learned (Schrauf, 2000; Dewaele, 2004; Pavlenko, 2002) and emotivity is integral to the efficacy of the benefits found when writing about ailments (Pennebaker Chung, 2007; 2011). Three hundred and sixty-two undergraduate students were given measures of cognitive test anxiety, optimism, and depression, and randomized to a control or an experimental grouping. They were asked either to think about unemotional topics or express their emotions about an upcoming test in English or in their L1 (native language) before taking a final exam, respectively. Surprisingly, non-native English speakers asked to expressively write in their L1 scored lowest on their final exam, even lower than non-native English speakers asked to write expressively in English. This suggests that stereotype threat may be at play when implementing experimental disclosure therapy, in that L1 speakers may be highly attentive to their environment. The findings of this pilot study suggest that further research into how the L1 affects expressive writing and academic performance in an English-only environment is warranted. ; Ph.D. ; 2017-06-30 00:00:00
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Keyword:
0621; Academic Performance; Cognitive Test Anxiety; Experimental Disclosure Therapy; Expressive Writing; Native Language
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URL: http://hdl.handle.net/1807/77740
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