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Effects of Cognitive Knowledge and Intercultural Behavioral Skills on Cultural Stereotypes and Intercultural Affect: A Case of Elementary Students’ Perspective on Islam
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In: International Journal of Environmental Research and Public Health; Volume 18; Issue 24; Pages: 13102 (2021)
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Relationships Between Student Characteristics, Academic Advising and College Student Success
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Growth Orientation and Academic Outcomes: A Study of Students and their Teachers
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Testing the unitary theory of language lateralization using functional transcranial Doppler sonography in adults
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The Influence of Cognitive Dimensions on the Consumer-SME Relationship: A Sustainability-Oriented View
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In: Sustainability ; Volume 10 ; Issue 9 (2018)
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Saudi students’ English achievement as a second language: a motivational process model linking basic psychological needs, self-determination theory, goal orientation, and motivational emotion
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| 7 |
Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching EFL In Iran
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In: Australian Journal of Teacher Education (2016)
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| 8 |
Student perceptions of predictability of examination requirements and relationship with outcomes in high-stakes tests in Ireland
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
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Adolescents’ subjective well-being: A comparative study between two Autonomous Communities in Spain. ; El bienestar subjetivo en la adolescencia: Estudio comparativo de dos Comunidades Autónomas.
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In: Anales de Psicología / Annals of Psychology; Vol. 29 No. 1 (2013); 148-158 ; Anales de Psicología / Annals of Psychology; Vol. 29 Núm. 1 (2013); 148-158 ; 1695-2294 ; 0212-9728 (2013)
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| 10 |
CHINESE UNIVERSITY STUDENTS’ MOTIVATION, ANXIETY, GLOBAL AWARENESS, LINGUISTIC CONFIDENCE, AND ENGLISH TEST PERFORMANCE: A CORRELATIONAL AND CAUSAL INVESTIGATION
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Abstract:
This study examined motivation, anxiety, global awareness, and linguistic confidence, and their relation to language test performance within the context of Chinese university students taking the College English Test Band 4(CET-4) in China. Using a mixed methods approach, through survey and interview inquiries, this study explored whether and how the selected psychological factors contributed to students’ CET performance. Results from exploratory factor analysis revealed that Chinese university students displayed three types of instrumental motivation (i.e., mark orientation, further-education orientation, and job orientation), two types of anxiety (i.e., language anxiety and test anxiety), and two types of confidence (i.e., linguistic confidence and test confidence). The results of confirmatory factor analysis led to a modified socio-educational model of motivation with some context-specific concepts (i.e., new instrumental orientations, global awareness, and linguistic confidence) that more accurately represented the characteristics of the Chinese university students. The results of structural equation modelling confirmed that attitude toward the learning situation and integrative orientation were two strong indicators of motivation, which in turn influenced language achievement and confidence. The negative impact of anxiety on language achievement was confirmed. Certain group differences were found in comparing male students with female students, high achievers with low achievers, students from the Arts programs with those from the Science programs, and students who started to learn English before Grade 7 with those iii who did so after Grade 7. The interview findings indicated stronger instrumental orientations than integrative orientations. External influences, including influences from society, teachers, and peers, were also identified. Students expressed their mixed feelings toward the CET-4, indicating that this test had both positive and negative influences in promoting their English learning. Testing well-developed motivation and anxiety models in the Chinese context enriched and expanded our knowledge in theory development in English language education in China. The implications of this study point to the importance of understanding language test-takers’ characteristics in their macro and micro learning contexts, as well as the importance of establishing the relevance of English language learning to language teaching, and testing in English as Foreign Language contexts. ; Thesis (Ph.D, Education) -- Queen's University, 2009-12-30 22:08:41.138
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Keyword:
Chinese learners; College English Test (CET); English test performance; Global awareness; Language anxiety; Linguistic confidence; Mixed methods; Socio-educational model of motivation; Structural Equation Modelling; Test anxiety
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URL: http://hdl.handle.net/1974/5378
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| 11 |
Chinese University Students’ Motivation, Anxiety, Global Awareness, Linguistic Confidence, and English Test Performance: a Correlational and Causal Investigation
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| 12 |
Examining the relationship between student teachers' self-efficacy beliefs and their intended uses of technology for teaching: a structural equation modelling approach
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In: http://web.ebscohost.com/ehost/detail?sid=05c09d71-6233-40b1-8c14-a1752e5f1eec%40sessionmgr110&vid=1&hid=123&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=51789282 (2009)
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| 13 |
USE FOR LANGUAGE LEARNING
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In: http://llt.msu.edu/issues/june2013/lai.pdf
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