تعداد نشریات | 44 |
تعداد شمارهها | 1,298 |
تعداد مقالات | 15,883 |
تعداد مشاهده مقاله | 52,116,572 |
تعداد دریافت فایل اصل مقاله | 14,887,921 |
Test-Wiseness, Test Anxiety, Reading Strategies Metacognitive Awareness, and Reading Comprehension Test Performance: A SEM Study | ||
Journal of English Language Teaching and Learning | ||
دوره 15، شماره 32، اسفند 2023، صفحه 1-21 اصل مقاله (679.96 K) | ||
نوع مقاله: Research Paper | ||
شناسه دیجیتال (DOI): 10.22034/elt.2023.59144.2581 | ||
نویسندگان | ||
Mohammad Ahmadi-Safa* ؛ Melika Majidi-Kia | ||
English Language & Literature Department, Bu-Ali Sina University, Iran. | ||
چکیده | ||
A major concern of language testing researchers has for long been the identification of construct-irrelevant influential cognitive and psychological bias factors in test takers’ language test performance and recently the identification of the tentative models of interactions among such factors. With the same purpose in mind, the present study investigated the direct and indirect interrelationships among EFL learners’ test anxiety, test-wiseness, reading metacognitive awareness, and reading comprehension test performance through a path analytic research design. To this end and on the basis of the related literature and the previous research findings, first a hypothesized model of the interrelationship among the variables was assumed. Next, 317 undergraduate and graduate students took the related questionnaires and tests. Finally, the obtained data were analyzed through AMOS statistical package and the hypothesized model of the interrelationship among variables was tested. According to the final verified model, test-wiseness directly predicted reading comprehension test performance, while test anxiety did not. Moreover, while reading strategies metacognitive awareness did not directly predict reading comprehension test performance, it was indirectly associated with reading comprehension test performance through the mediation of test-wiseness. In addition, both correlational and path analyses confirmed a strong negative relationship between reading strategies metacognitive awareness, and test anxiety. The findings highlight the importance of the language test takers' less test anxiety and enhanced metacognitive awareness of reading strategies and test-wiseness for their more reliable test-taking performances. | ||
کلیدواژهها | ||
metacognitive awareness؛ reading comprehension test performance؛ test anxiety؛ test-taking strategies؛ test-wiseness | ||
مراجع | ||
Ahmadi, M., Ismail, H., & Abdullah, M. (2016). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching, 6(10), 235-244.
Allan, A. (1992). Development and validation of a scale to measure test-wiseness in EFL/ESL reading test takers. Language Testing, 9(2), 101-119.
Almen, N., Lundberg, H., Sundin, O., & Jansson, B. (2018). The reliability and factorial validity of the Swedish version of the recovery experience questionnaire. Nordic Psychology, 70(4), 324-333.
Bachman , L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford University Press.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.
Bachman, L. F. (2007). What is the construct? The dialectic of abilities and contexts in defining constructs in language assessment. In J. Fox, M. Wesche, D. Byliss, L. Cheng, C. E. Turner, & C. Doe, Language Testing Reconsidered (pp. 41-47). University of Ottawa Press.
Baghei, P., & Cassady , J. C. (2014). Validation of the persian translation of the cognitive test anxiety scale. Sage Open, 4(4), 1-11.
Bajtelsmit, J. W. (1977). Test-wiseness and systematic desentisitization programs for increasing adult test-taking skills. Journal of Educational Measurement, 14(4), 335-341.
Benson, J. (1988). The psychometric and cognitive aspects of testwiseness: a review of the literature. In M. H. Kean, Test-wiseness. Phi Delta Kappan .
Bensoussan, M. (2012). Alleviating test anxiety for students of advanced reading comprehension. RELC Journal, 43(2), 203-216.
Birjandi, P., & Alemi, M. (2010). The impact of test anxiety on test performance among Iranian EFL learners. Broad Research in Artificial Intelligence and Neuroscience, 1(4), 44-58.
Bourne, K. C., Arend, w., Johnson, D., Daher, N., & Bradford, M. (2006). The influence of personality characteristics and test anxiety on physician assistant clinical knowledge rating and assessment tool (PACKRAT) performance. The Journal of Physician Assistant Education, 17(4), 42-46.
Broad, B. (2007). The power of test: A critical perspective on the uses of language texts by Elana Shohamy. Journal of Writing Assessment, 3(1), 55-60.
Byrne, B. M. (2009). Structural equation modeling with AMOS basic concepts, applications, and programming. Thousand Oaks: Sage Publication.
Canale , M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards, & R. W. Schmidt, Language and Communication (pp. 2-14). Longman.
Canale , M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.
Cassady, J. C. (2004). The impact of cognitive test anxiety on text comprehension and recall in the absence of external evaluative pressure. Applied Cognitive Psychology, 18(3), 311-325.
Cassady, J. C., & Finch, H. W. (2014). Confirming the factor structure of the Cognitive Test Anxiety Scale: Comparing the utility of three solutions. Educational Assessment, 19(3), 229–242.
Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295.
Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Applied Linguistics, 6(2), 5-35.
Chapell, M. S., Blanding, B. Z., Silverstein, M. E., Masami, T., Newman, B., Gubi, A., & Nicole, M. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274.
Cohen, A. D. (2013). Using test‐wiseness strategy research in task development. In A. J. Kunnan, The Companion to Language Assessment (pp. 1-13). Wiley-Blackwell.
Diamond, J. J., & Evans, W. J. (1972). An investigation of the cognitive correlates of test-wiseness. Journal of Educational Measurement, 9(2), 145-150.
Dillard, J. M., Warrior-Benjamin, J., & Perrin, D. W. (1977). Efficacy of test-wiseness on test anxiety and reading achievement among black youth. Psychological Reports, 41, 1135-1140.
Downing, S. M. (2002). Threats to the validity of locally developed multiple-choice tests in medical education: Construct-Irrelevant variance and construct underrepresentation. Advances in Health Sciences Education, 7, 235-241.
Eum, K., & Rice , K. G. (2011). Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety, Stress & Coping: An International Journal, 24(2), 167-178.
Ferrier, D. E., Lovett, B. J., & Jordan, A. H. (2011). Construct-Irrelevant variance in achievement test scores: A social cognitive perspective. In L. E. Madsen, Achievement Tests: Types, Interpretations, and Uses (pp. 89-108). Nova Science Publishers.
Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. Routledge.
Ghonsooly, B., & Loghmani, Z. (2012). The relationship between EFL learners' reading anxiety levels and their metacognitive reading strategy use. International Journal of Linguistics, 4(3), 333-351.
Guadagnoli, E., & Velicer, W. F. (1988). Relation of sample size to the stability of component patterns. Psychological Bulletin, 103(2), 265-275.
Hair, J., Sarstedt, M., Hopkins, L., & Kuppelweiser, V. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool for business research. European Business Review, 26(2), 106-121.
Hayian, M., & Relong, L. (2016). A closer look at Chinese EFL learners’ test-wiseness strategies in Reading Test. World Journal of Education, 6(1), 68-74.
Hong-Nam, K., & Page, L. (2014). Investigating metacognitive awareness and reading strategy use of EFL Korean university students. Reading Psychology, 35(3), 195-220.
Javanbakht, N., & Hadian, M. (2014). The effects of test anxiety on learners’ reading test performance. Procedia- Social and Behavioral Sciences, 98, 775-783.
Kapetanaki, E. M. (2010). Test anxiety in education: Policies and practices. Presentation at the 31st World Conference on Stress and Anxiety Research. Ireland.
Keshavarz , M., & Assar , M. (2009). Reading comprehension ability and metacognitive awareness of reading strategies among high, mid and low ambiguity tolerance EAP students. Iranian Journal of Applied Language Studies, 1(2), 71-108.
Kline, R. B. (2011). Principles and practice of structural equation modeling. Guilford Press.
Liebert , R. M., & Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20, 975-978.
Macaro, E. (2001). Analysing students teachers’ codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85, 531-548.
Millman , J., Bishop , C., & Ebel, R. (1965). An analysis of test-wiseness. Educational and Psychological Measurement, 25(3), 707-726.
Mokhtari, K., & Reichard, C. A. (2002). Assessing student’s metacognitive awareness of reading strategies. Journal of Educational Psychology, 94, 249-259.
Mokhtari, K., Dimiter, D. D., & Reichard, C. A. (2018). Revising the Metacognitive awareness of reading strategies inventory (MARSI) and testing for factorial invariance. Studies in Second Language Learning and Teaching, 8, 219-246.
Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitve strategy use to EFL reading achievement test performance. Language Testing, 20, 26-56.
Phakiti, A. (2008). Construct validation of Bachman and Palmer's (1996) strategic competence model over time in EFL reading tests. Language Testing, 25(2), 237-272.
Phillips, D. (2001). Longman complete course for the TOEFL Test: Preparation for the computer and paper tests. Longman.
Purpura, J. E. (1999). Learner strategy use and performance on language tests: A structural equation modeling approach. Cambridge University Press.
Rogers, T. W., & Bateson, D. J. (1991). Verification of a model of test-taking behavior of high school seniors. Journal of Experimental Education, 59(4), 331-350.
Salehi, M., & Marefat, F. (2014). The effects of foreign language anxiety and test anxiety on foreign language test performance. Theory and Practice in Language Studies, 4(5), 431-440.
Salvucci, S., Walter, E., Conley, V., fink, S., & Mehrdad, S. (1997). Measurement error studies at the national center for education statistics. National Center for Education Statistics .
Sarason, I. G., & Sarason, B. R. (1990). Test anxiety. In H. Leitenberg, Handbook of social and evaluation anxiety (pp. 475–495). Plenum Press.
Sarason, S. B. (1967). Toward a psychology of change and innovation. American Psychologist, 22(3), 227-233.
Savalei, V. (2020). Improving fit indices in structural equation modeling with categorial data. Multivariate Behavioral Research, 56(3), 390-407.
Schreiber, J. B., Nora, A., Stage, F. K., & Barlow, E. A. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449.
Sheskin, D. J. (2011). Handbook of parametric and non-parametric statistical procedures. Chapman & Hall/CRC.
Shohamy , E. (2001). The power of tests: A critical perspective on the use of language tests . Longman.
Silaj, K. M., Schwartz, S. T., Siegel , A. L., & Castel, A. D. (2021). Test anxiety and metacognitive performance in the classroom. Educational Psychology Review, 1-26.
Spada, M. M., Nikcevic, A. V., Moneta, G. B., & Ireson, J. (2006). metacognition as a mediator of the effect of test anxiety on a surface approach to studying. Educational Psychology, 26, 615-624.
Stober , J. (2004). Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty. Anxiety, Stress & Coping, 17(3), 213-226.
Suhr, D. (2006). Exploratory or Confirmatory Factor Analysis? . Proceedings of the 31st Annual SAS? Users Group International Conference (pp. 200-231). SAS Institute Inc. .
Tavakoli, E., & Hayati Samian, S. (2014). Test-wiseness strategies in PBTs and IBTs: The case of EFL test takers, who benefits more? Procedia- Social and Behavioral Sciences, 98, 4876-1884.
Veenman, M. V., Kersboom, L., & Imthorn, C. (2000). Test anxiety and metacognitive skillfulness: Availability versus production deficiencies. Anxiety, Stress & Coping: An International Journal, 13(4), 391–412.
Wahlstrom , M., & Boersma , F. J. (1968). The influence of test-wiseness upon achievement. Educational and Psychological Measurement, 28(2), 413-420.
Wright , S. (1921). Correlation and causation. Journal of Agricultural Research, 20 , 557-585.
Wu, A. D., & Stone, J. E. (2015). Validation through understanding test-taking strategies: An illustration with the CELPIP-general reading pilot test using structural equation modeling. Journal of Psychoeducational Assessment, 34(4), 362-379.
Zaccoletti, S., Altoe, G., & Mason, L. (2020). Enjoyment, anxiety and boredom, and their control-value antecedents as T predictors of reading comprehension. Learning and Individual Differences, 79(1), 1-11.
Zeidner, M., & Matthews, G. (2017). Evaluation anxiety: Current theory and research. In A. J. Elliot, C. S. Dweck, & D. S. Yeager, Handbook of Competence and Motivation Second Edition Theory and Application (pp. 141-163). The Guillford Press.
Zhang , L. J. (2001). Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition- poor environment. Language Awareness, 10(4), 268-288.
Zhang , L. J. (2002). Exploring EFL reading as a metacognitive experience: Reader awareness and reading performance. Asian Journal of English Language Teaching, 12, 69-94.
Zhang, L. J. (2004). Reforming a teacher education program for PRC EFL teachers in Singapore: Sociocultural considerations and curriculum evolution. International Journal of Educational Reform, 13(3), 223-252.
Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21(1), 37-59.
Zhang, L., Goh, C. M., & Kunnan, A. J. (2014). Analysis of test takers’ metacognitive and cognitive strategy use and EFL reading test performance:A multi-sample. Language Assessment Quarterly, 11(1), 76-102. | ||
آمار تعداد مشاهده مقاله: 295 تعداد دریافت فایل اصل مقاله: 535 |