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Assessment of suicide and self-harm risk in foreign offenders. Evaluating the use of tree-drawing test. ...
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An evaluation of the English Placement Writing Test using students' self-assessments and instructors' judgments
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In: Graduate Theses and Dissertations (2020)
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A Review on Alkali-Silica Reaction Evolution in Recycled Aggregate Concrete
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In: Materials ; Volume 13 ; Issue 11 (2020)
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Prospective cohort study on the predictors of fall risk in 119 patients with bilateral vestibulopathy
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In: ISSN: 1932-6203 ; PLOS ONE, Vol. 15, No 3 (2020) P. e0228768 (2020)
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Speech Disorders Testing: Practices of European and Russian Clinical Linguistics ; Тестирование когнитивных речевых расстройств: опыт европейской и российской клинической лингвистики
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Formative Use of Assessment Information: It’s a Process, So Let’s Say What We Mean
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In: Practical Assessment, Research, and Evaluation (2019)
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Effects of Removing the Time Limit on First and Second Language Intelligence Test Performance
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In: Practical Assessment, Research, and Evaluation (2019)
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The Relationship between English Language Proficiency and Academic Achievement for English Language Learners
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In: Doctoral Dissertations and Projects (2018)
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Evaluación del desarrollo en Educación Infantil (3 y 4 años). Batería BEDEI
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Preguntas de comprensión audiovisual sobreimpresas: propuesta para el aprendizaje de segundas lenguas ; Imprinted viewing comprehension questions: a proposal for second language acquisition
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The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand
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First-language raters' opinions when validating word recordings for a newly developed speech reception threshold test
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The C-Test: A Valid Measure to Test Second Language Proficiency?
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In: https://hal-hprints.archives-ouvertes.fr/hprints-01491274 ; 2017 (2017)
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High School GPA and English Graduation Examinations: Predicting College English Placement and English 101 Final Course Grades
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In: Doctoral Dissertations and Projects (2016)
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Assessing the Impact of Individualized Research Consultations on Students' Search Techniques and Confidence Levels
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The Effectiveness of Using Contextual Clues, Dictionary Strategy and Computer Assisted Language Learning (Call) In Learning Vocabulary
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In: International Journal of Business and Social Research; Vol 1, No 1 (2011): December; 136-152 ; 2164-2559 ; 2164-2540 (2013)
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Engagement Guide: Department of Defense University Affiliated Research Centers (UARCs)
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In: DTIC (2013)
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Análisis no paramétrico de la interacción de dos factores mediante el contraste de rangos alineados ; An aligned rank test for a nonparametric analysis of the two way interaction
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The Washback Effect of the English National Examination (ENE) on English Teachers’ Classroom Teaching and Students’ Learning
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In: K@ta: A Biannual Publication on the Study of Language and Literature, Vol 13, Iss 1, Pp 96-111 (2011) (2011)
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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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