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You searched for subject:( Test takers). Showing records 1 – 3 of 3 total matches.

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University of Sydney

1. Judy, Christina. Test Takers’ Strategic Processes In A Simulated Two-Way Discussion Of The Ielts Speaking Test .

Degree: 2017, University of Sydney

A key concern among language testing experts has been how a test taker’s language ability is inferred based on a single score. Defining language ability is made difficult by the influence of factors within the test taker and beyond. One underlying factor is the use of strategies. This thesis investigates test takers’ use of strategies in a simulated two-way discussion of the International English Language Testing System (IELTS) Speaking Test. Two research questions addressed in this thesis are: (1) What strategies do test takers report using in the simulated two way discussion of the IELTS Speaking Test?; and (2) How useful are these strategies in helping test takers succeed in the test task? Data was collected through stimulated recall involving 12 international university (four undergraduate and eight graduate) students in Sydney, Australia who experienced a simulated two-way discussion test task. Video and audio recordings from both the speaking test and stimulated recall, respectively, were transcribed. Overall, participants reported using 18 individual strategies: seven cognitive, six metacognitive and five communication strategies to complete the speaking test. Participants were found to have used metacognitive and cognitive strategies the most, and communication strategies the least. Strategies were found to be deployed in clusters and not in a rigid sequence while completing the speaking task. Moreover, findings suggest that strategies used did not always positively impact participants’ test response quality. The implications on test preparation teaching pedagogy, test practices and future studies are discussed.

Subjects/Keywords: test takers' strategy use; IELTS speaking test; two-way discussion; qualitative study; simulated recall

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Judy, C. (2017). Test Takers’ Strategic Processes In A Simulated Two-Way Discussion Of The Ielts Speaking Test . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/16831

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Judy, Christina. “Test Takers’ Strategic Processes In A Simulated Two-Way Discussion Of The Ielts Speaking Test .” 2017. Thesis, University of Sydney. Accessed October 21, 2019. http://hdl.handle.net/2123/16831.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Judy, Christina. “Test Takers’ Strategic Processes In A Simulated Two-Way Discussion Of The Ielts Speaking Test .” 2017. Web. 21 Oct 2019.

Vancouver:

Judy C. Test Takers’ Strategic Processes In A Simulated Two-Way Discussion Of The Ielts Speaking Test . [Internet] [Thesis]. University of Sydney; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2123/16831.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Judy C. Test Takers’ Strategic Processes In A Simulated Two-Way Discussion Of The Ielts Speaking Test . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/16831

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

2. Katalayi, Godefroid Bantumbandi. The DR Congo English state examination: some fundamental validity issues .

Degree: 2011, University of the Western Cape

The test context is of paramount importance in language testing as it provides an understanding of the kind of tasks to be included in the test, how these tasks are executed by the test takers and how they can be efficiently administered. The objective of this study was to investigate the extent to which the context of the DR Congo English state examination (ESE) is valid and to come out with some useful suggestions that are likely to improve its validity. Two basic theories, the modern validity theory and the schema theory, informed this study. Weir's (2005) socio-cognitive framework was used to build the validity argument for the evaluation of the English state examination. A mixed method was used where the research design consisted of the combination of both qualitative and quantitative data during the collection and analysis stages. The content document analysis method was used to examine the content of the different state examination papers so as to identify the main features of the test, and the statistic (descriptive) method was used to quantify observations identified in the state examination papers and to evaluate the context validity of the ESE. Three techniques were used to collect the research data: the questionnaire, the test, and the interview. Three main findings of this study were reported: (1) the conditions under which the ESE tasks are performed and the relevance of these tasks to the test domain and characteristics are still far to contribute to the quality of evaluation of high school finalist students; (2) the extent to which the ESE includes tasks that take into consideration the nature of information in the text as well as the knowledge required for completing the task is globally good; (3) the conditions under which the test takes place are poor and these conditions affect the validity of test scores. The study recommends the test developers to approximate test tasks to those students have been exposed to in classroom situations and those they are likely to encounter in real life. It also recommends all the people involved in the administration of the test to adhere to high ethical standards. Advisors/Committee Members: Sivasubramaniam, Sivakumar (advisor).

Subjects/Keywords: State examination; English state examination; Validity validation; Context validity; Context validity evidence; Text-based test; Multiple-choice text; Test takers; Test constructors

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Katalayi, G. B. (2011). The DR Congo English state examination: some fundamental validity issues . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/1682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Katalayi, Godefroid Bantumbandi. “The DR Congo English state examination: some fundamental validity issues .” 2011. Thesis, University of the Western Cape. Accessed October 21, 2019. http://hdl.handle.net/11394/1682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Katalayi, Godefroid Bantumbandi. “The DR Congo English state examination: some fundamental validity issues .” 2011. Web. 21 Oct 2019.

Vancouver:

Katalayi GB. The DR Congo English state examination: some fundamental validity issues . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11394/1682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Katalayi GB. The DR Congo English state examination: some fundamental validity issues . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/1682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Queens University

3. Nam, Yoongoo. Exploring Relations between Korean Test Takers' Anxiety and Performance on the Test of English for International Communication in Listening and Reading Comprehension (TOEIC LR) .

Degree: Education, Queens University

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.

Subjects/Keywords: Anxiety; Test Anxiety; Foreign Language Anxiety; Language Test Performance; Korean Test Takers; TOEIC LR

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nam, Y. (n.d.). Exploring Relations between Korean Test Takers' Anxiety and Performance on the Test of English for International Communication in Listening and Reading Comprehension (TOEIC LR) . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/22008

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nam, Yoongoo. “Exploring Relations between Korean Test Takers' Anxiety and Performance on the Test of English for International Communication in Listening and Reading Comprehension (TOEIC LR) .” Thesis, Queens University. Accessed October 21, 2019. http://hdl.handle.net/1974/22008.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nam, Yoongoo. “Exploring Relations between Korean Test Takers' Anxiety and Performance on the Test of English for International Communication in Listening and Reading Comprehension (TOEIC LR) .” Web. 21 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Nam Y. Exploring Relations between Korean Test Takers' Anxiety and Performance on the Test of English for International Communication in Listening and Reading Comprehension (TOEIC LR) . [Internet] [Thesis]. Queens University; [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1974/22008.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Nam Y. Exploring Relations between Korean Test Takers' Anxiety and Performance on the Test of English for International Communication in Listening and Reading Comprehension (TOEIC LR) . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/22008

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

.