Chinese College Test Takers’ Individual Differences and Reading Test Performance

Zhang, Limei

doi:10.1177/0031512516648131

Cited by 7 publications

(6 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They yield different results. The data collection procedures used include think-aloud protocols (Nam, 2015), questionnaire (Nemati, 2016;Zhang, 2016), post-task interview (Lee, 2015), pre-test and post-test (Takallou et al, 2016), and think-aloud protocols as learners took the test and categorised the protocols into reading strategies (Nosrati, 2015).…”

Section: Previous Studies and The Present Studymentioning

confidence: 99%

Exploring ESL learners' reading test taking strategies

Singh

Ong

Singh³

et al. 2021

SiELE

View full text Add to dashboard Cite

This study examined the test taking strategies of weak ESL students of an English language proficiency course. Test taking strategies are known as the methods that test takers use as an alternative aimed at attaining correct answers on a specified form of language assessment. The study adopted a qualitative study. The participants in this study were forty-four learners from the Bachelor of Arts Program. The learners were asked to think aloud while reading an assigned text to answer the questions. Four learners’ thinking aloud recordings were transcribed and analysed. Focus group interviews were carried out for triangulation purposes. Data collected were analysed manually. The ESL learners implemented many test taking strategies as they coped with the reading comprehension test. The findings of the study show how ESL students used cognitive, metacognitive, compensating, and social strategies. Participants expressed that understanding and reading the passage allowed them to draw conclusions better in answering the multiple choice questions. The findings revealed that they used a compensation strategy whereby they tried guessing the answers on a number of occasions. The findings of the study implicate teachers’ roles in L2 reading and also to guide the ESL learners in the process of answering reading passage and answer the comprehension questions.

show abstract

Section: Previous Studies and The Present Studymentioning

confidence: 99%

Exploring ESL learners' reading test taking strategies

Singh

Ong

Singh³

et al. 2021

SiELE

View full text Add to dashboard Cite

show abstract

“…The confirmatory factor analysis (CFA) was performed to assess the construct validity of the positive and negative emotions in the current data. The recommended values for a good model fit were: χ 2 /df < 3 (Kline, 2016;Zhang, 2016), the comparative fit index (CFI) and the Tucker-Lewis index (TLI) ≥ .90 (Zhang, 2016), and Standardized Root Mean Square Residual (SRMR) < .05 (Byrne, 2016). SRMR was used due to the small sample size (Iacobucci, 2010).…”

Section: Conceptual Test and Surveymentioning

confidence: 99%

Effects of games on students’ emotions of learning science and achievement in chemistry

Chen

Husnaini

Chen

2020

International Journal of Science Education

View full text Add to dashboard Cite

This study investigated the time effect of cooperative games on students' emotions of learning science and the treatment effect on their chemistry achievement. This quasi-experimental study compared the use of cards, board games, and riddles, and the use of conventional paper-and-pencil exercises to learn the basics of chemical elements and compounds, for a duration of 4 weeks. One hundred and fourteen ninth graders at an urban public high school in Taipei were involved. The results revealed that the experimental group had significantly higher positive emotion and lower negative emotion throughout the intervention period. While no time effect was observed for the experimental group, a significant time effect on positive and negative emotions in the comparison group using exercises was found: high achievers decreased their positive emotion, and middle to high achievers increased their negative emotion. Furthermore, low and middle achievers performed better when using games. However, no significant difference for the high achievers of the two groups was discovered. This study showed that conventional exercises were detrimental to middle and high achievers' learning emotions, although their concepts improved. Science teachers may try innovative activities such as collaborative games to maintain students' positive emotions and facilitate low achievers' conceptual learning.

show abstract

“…The Metacognitive and Cognitive Strategy Questionnaire was used in this study because of its theoretical lineage related to metacognition (e.g., Paris and Winograd, 1990 ; Wenden, 1998 ) and previous validation of this questionnaire with Chinese university EFL students (e.g., Zhang et al, 2014 ; Zhang, 2016 ; Zhang, 2018 ). The CFA results for the strategy questionnaire revealed acceptable model fit ( x 2 /df = 1.70 < 3, CFI = 0.91, RMSEA = 0.03, SRMR = 0.05).…”

Section: Methodsmentioning

confidence: 99%

Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students’ English reading comprehension?

Gan

2022

Front. Psychol.

View full text Add to dashboard Cite

This study explored how reading motivation, self-regulated reading strategies and English vocabulary knowledge influenced students’ English reading comprehension simultaneously in one model. A total of 543 students from five universities in Southern China completed a reading motivation questionnaire, a reading strategy questionnaire, two vocabulary knowledge tests, and a reading comprehension test. Multiple regression analysis results showed that reading efficacy and enjoyment, and vocabulary knowledge (i.e., both vocabulary breadth and depth) significantly predicted reading comprehension. When students were grouped into high, average, and low achievers on the reading test, monitoring strategies and vocabulary depth were found to significantly predict reading comprehension for the high achievers.

show abstract

Chinese College Test Takers’ Individual Differences and Reading Test Performance

Cited by 7 publications

References 46 publications

Exploring ESL learners' reading test taking strategies

Exploring ESL learners' reading test taking strategies

Effects of games on students’ emotions of learning science and achievement in chemistry

Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students’ English reading comprehension?

Contact Info

Product

Resources

About