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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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| 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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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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| 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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