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In the Importance of EFL Learners' Writing Skill: Is there any Relation between Writing Skill and Content Score of English Essay Test?
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In: International Letters of Social and Humanistic Sciences ; 6 ; 1-12 (2017)
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| 182 |
Erprobung eines Gruppentests zur Überprüfung des Grammatikverständnisses auf der Basis des TROG-D
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In: Diagnostica : Zeitschrift für psychologische Diagnostik und differentielle Psychologie ; 62 ; 4 ; 242-254 (2017)
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| 183 |
The Investigation of Difference between PPT and CBT Results of EFL Learners in Iran: Computer Familiarity and Test Performance in CBT
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In: International Letters of Social and Humanistic Sciences ; 11 ; 66-75 (2017)
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| 184 |
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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Abstract:
Test anxiety and foreign language anxiety can affect test takers’ performance on a high-stakes foreign language proficiency test, such as the Test of English for International Communication in Listening and Reading comprehension (TOEIC LR). As the TOEIC LR is most widely used in South Korea (henceforth, Korea), that country presents a meaningful research context to examine this test. However, despite the TOEIC LR’s widespread use, no previous studies have directly examined the relationships between test takers’ anxiety and their performance on this test. Therefore, the present study investigated the extent to which test anxiety and foreign language anxiety influenced Korean test takers’ performance on the TOEIC LR. Data were collected from 226 Korean test takers who were university students or graduates in need of TOEIC scores for high-stakes decisions, including graduation and/or employment. Participants completed a questionnaire asking for demographic information and levels of cognitive test anxiety, foreign language reading anxiety, and foreign language listening anxiety. Additionally, they provided their TOEIC scores. Correlational analyses, MANOVA, and multiple regression analyses were conducted to answer the proposed research questions. The two foreign language anxieties formed greater correlations with each other than either did with cognitive test anxiety, suggesting conceptual overlap between the domains of these foreign language anxieties. In terms of predicting language test scores, foreign language anxieties specific to language skills were more effective than cognitive test anxiety. The influence of cognitive test anxiety on TOEIC scores was insignificant when foreign language anxieties were included in the regression model. This study contributes to a finer understanding of the relationship between test anxiety and foreign language anxiety in the Korean context by including all three of the anxiety constructs into a single investigation. Furthermore, this study sheds light on the extent to which Korean test takers’ test anxiety and foreign language anxiety affect their performance on a high-stakes English proficiency test. Based on these findings, future research should discuss whether or not test takers’ anxiety should be included in test validation and investigate the extent to which test takers’ anxiety threatens validity of test score interpretations as possible sources of construct-irrelevant variance. ; M.Ed.
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Keyword:
Anxiety; Foreign Language Anxiety; Korean Test Takers; Language Test Performance; Test Anxiety; TOEIC LR
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URL: http://hdl.handle.net/1974/22008
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| 185 |
Framing Appropriate Accommodations in Terms of Individual Need: Examining the Fit of Four Approaches to Selecting Test Accommodations of English Language Learners
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In: Publications (2017)
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| 187 |
Mehrsprachigkeit und ihre Implikationen im Fremdsprachenerwerb aus Lernenden- und Lehrendenperspektive im berufsbildenden mittleren und höheren Schulwesen in Wien 2017
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| 188 |
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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| 189 |
Pressurized wideband absorbance findings in healthy neonates: A preliminary study
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| 190 |
ENGLISH PROFICIENCY AND METACOGNITIVE STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS AT IAIN ANTASARI BANJARMASIN
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 5, Iss 2, Pp 82-94 (2017) (2017)
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| 191 |
Using Videos in ESL Listening Achievement Tests: Effects on Difficulty
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In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 1, Pp 67-91 (2017) (2017)
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| 192 |
Validity and Reliability of English Summative Test for Senior High School
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In: Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, Vol 3, Iss 2, Pp 22-38 (2017) (2017)
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| 193 |
Pronunciation simplification strategies in child language. Experimental study
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In: Taikomoji kalbotyra, Iss 9 (2017) (2017)
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| 194 |
Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module
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In: Acta Scientiarum. Language and Culture; v. 39, n. 4 (2017); 387-396 ; 1983-4683 ; 1983-4675 (2017)
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| 198 |
ОРГАНИЗАЦИЯ ТЕСТИРОВАНИЯ В СИСТЕМЕ MOODLE ПРИ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ
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| 199 |
ОБ ОПЫТЕ РАЗРАБОТКИ И ПРИМЕНЕНИЯ ЛОКАЛЬНО СТАНДАРТИЗОВАННЫХ ТЕСТОВ В ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ КУРСАНТОВ ВОЕННОГО ВУЗА
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| 200 |
Languages, Cultures, Media
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In: https://hal.archives-ouvertes.fr/hal-01412764 ; France. Langages (18), Université Savoie Mont-Blanc, pp.361, 2016, 978-2-919732-75-3 (2016)
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