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1
Can Exams Change How and What Teachers Teach? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context
In: Volume: 4, Issue: 2 155-176 ; 2149-1135 (2018)
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2
Elementary principal leadership and learning outcomes for low socioeconomic status Hispanic English learners
Moshayedi, Sahar Naz. - : University of Southern California Digital Library (USC.DL), 2018
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3
Can exams change how and what teachers teach? investigating the washback effect of a university english language proficiency test in the turkish context
Sağlam, Aslı Lidice Göktürk. - : Hacettepe University, 2018
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4
‘Back to the future’: The ‘new prescriptivism’ in twenty-first-century Britain
BEAL, Joan C.. - : Laboratoire d’Études et de Recherche sur le Monde Anglophone, 2018. : E-rea, 2018
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5
The Video Head Impulse Test
In: ETSU Faculty Works (2018)
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6
Development of the Polish Speech Test Signal and its Comparison with the International Speech Test Signal
Habasińska Dorota; Skrodzka Ewa; Bogusz-Witczak Edyta. - : Committee on Acoustics PAS, PAS Institute of Fundamental Technological Research, Polish Acoustical Society, 2018
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7
Лексические показатели развития речи у дошкольников с разным уровнем саморегуляции ; Lexical Indicators of Speech Development in Preschool Children with Different Levels of Self-Regulation
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8
КОНТРОЛЬ УРОВНЯ ЯЗЫКОВОЙ КОМПЕТЕНЦИИ ИНОСТРАННЫХ СТУДЕНТОВ ПОДГОТОВИТЕЛЬНОГО ФАКУЛЬТЕТА
В.А. Гура. - : Zenodo, 2018
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9
КОНТРОЛЬ УРОВНЯ ЯЗЫКОВОЙ КОМПЕТЕНЦИИ ИНОСТРАННЫХ СТУДЕНТОВ ПОДГОТОВИТЕЛЬНОГО ФАКУЛЬТЕТА
В.А. Гура. - : Zenodo, 2018
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10
Russian Event Noun Disambiguation Test Set (6X200)
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11
Russian Event Noun Disambiguation Test Set (6X200)
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12
Baselines and test data for cross-lingual inference
In: Agic , Z & Schluter , N 2018 , Baselines and test data for cross-lingual inference . in Proceedings of the Eleventh International Conference on Language Resources and Evaluation (LREC 2018) . European Language Resources Association , pp. 3890-3894 . (2018)
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13
Development and Validation of Phonetically Balanced Speech Perception Test in Urdu Language
In: Internet Journal of Allied Health Sciences and Practice (2018)
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14
Standardization of Design Interfaces Applied to Language Test on-line through Ubiquitous Devices
In: International Journal of Interactive Mobile Technologies (iJIM); Vol 12, No 4 (2018); pp. 21-31 ; 1865-7923 (2018)
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15
The Relationship between English Language Proficiency and Academic Achievement for English Language Learners
In: Doctoral Dissertations and Projects (2018)
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16
collogetr
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17
First language test bias? : comparing French-speaking and Polish-speaking participants’ performance on the Peabody Picture Vocabulary Test
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18
INVESTIGATING ADVANCED LEARNERS’ USE OF AFFECTIVE STRATEGIES FOR DEALING WITH TEST ANXI-ETY
In: Neofilolog; Nr 46/1 (2016); 45-58 ; 1429-2173 (2018)
Abstract: Language anxiety has been researched for many decades now and its significance for attainment cannot be questioned. In numerous research accounts anxiety related to learning a foreign/second language comes in different guises, as speaking anxiety, or communication apprehension, fear of negative evaluation, and finally, test anxiety. In fact, developing linguistic competence in the formal setting is inherently fraught with the need to have one’s skill and knowledge verified in the form of informal and formal, low- or high-stakes tests and examinations. Alleviating the negative consequences of anxiety seems imperative for effective learning, which in the opinion of the present author, will not be possible without gaining a deeper insight into the ways in which learners deal with negative feelings evoked by language study or use. Hence, an attempt has been made to explore the range of strategies employed by a specific group of learners – English majors in their final year of study – to cope with a stressful situation such as a regularly-scheduled achievement test in one of the components of the practical English course. What distinguishes this group of learners is their level of proficiency, which is C1 or nearing C2, but most importantly of all, their long-term experience of dealing with stress that has extended throughout formal education including the duration of MA studies in English Philology. Data collected by means of immediate reports and questionnaires revealed that the participants employed quite a limited scope of stress-reducing strategies and that there were characteristic trends, the analysis of which could serve as a point of departure for offering effective strategy instruction capable of relieving the consequences of negative affective states. ; Language anxiety has been researched for many decades now and its significance for attainment cannot be questioned. In numerous research accounts anxiety related to learning a foreign/second language comes in different guises, as speaking anxiety, or communication apprehension, fear of negative evaluation, and finally, test anxiety. In fact, developing linguistic competence in the formal setting is inherently fraught with the need to have one’s skill and knowledge verified in the form of informal and formal, low- or high-stakes tests and examinations. Alleviating the negative consequences of anxiety seems imperative for effective learning, which in the opinion of the present author, will not be possible without gaining a deeper insight into the ways in which learners deal with negative feelings evoked by language study or use. Hence, an attempt has been made to explore the range of strategies employed by a specific group of learners – English majors in their final year of study – to cope with a stressful situation such as a regularly-scheduled achievement test in one of the components of the practical English course. What distinguishes this group of learners is their level of proficiency, which is C1 or nearing C2, but most importantly of all, their long-term experience of dealing with stress that has extended throughout formal education including the duration of MA studies in English Philology. Data collected by means of immediate reports and questionnaires revealed that the participants employed quite a limited scope of stress-reducing strategies and that there were characteristic trends, the analysis of which could serve as a point of departure for offering effective strategy instruction capable of relieving the consequences of negative affective states.
Keyword: language learning anxiety; test anxiety; language learning strategies; af-fective strategies; lęk językowy; lęk związany z testowaniem; strategie językowe; strategie afektywne
URL: http://pressto.amu.edu.pl/index.php/n/article/view/14694
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19
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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20
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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