國立虎尾科技大學 |

Effects of Self-Efficacy, Task Value, Test Anxiety, and Learning Strategies on Test Scores : = A Washback Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Effects of Self-Efficacy, Task Value, Test Anxiety, and Learning Strategies on Test Scores :/
其他題名:	A Washback Study.
作者:	Tran, My Dung.
面頁冊數:	1 online resource (149 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9798379576004

Effects of Self-Efficacy, Task Value, Test Anxiety, and Learning Strategies on Test Scores : = A Washback Study.
Tran, My Dung.

Effects of Self-Efficacy, Task Value, Test Anxiety, and Learning Strategies on Test Scores :A Washback Study. - 1 online resource (149 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--The University of Texas at San Antonio, 2023.

Includes bibliographical references

Washback is defined as the effects of tests on learning and teaching (Alderson & Wall, 1993). Washback has been researched in contexts such as China (Zheng, 2019) and Hong Kong (Stoneman, 2005), but only a few studies (H. Nguyen & Gu, 2020) have investigated washback in Vietnam. Moreover, all the studies in the Vietnamese context examined tests at the university level and used mixed methods or qualitative research methods. Therefore, this study aims at researching the washback of an English mid-term exam for middle school students in Vietnam using quantitative methods. This will fill an important gap in the literature of washback studies.This study adapted the washback framework of Hughes (1993), who stated that washback is mediated by participants, process, and product. Participants such as students and teachers first form attitudes towards the test, which influence the process, or the activities performed due to the test. The process then affects the product, or the outcome of learning and teaching. In this study, participants were 365 middle school students in Vietnam, and their attitudes were operationalized as their motivation, which comprises self-efficacy, task value, and test anxiety associated with the test. The process is the learning strategies students used to study for the test including metacognitive, cognitive, and memory strategies. The product is their test scores.To collect data, students' test scores and survey responses were obtained. The survey was adapted from the Motivated Strategies for Learning Questionnaire created by Pintrich et al. (1991) and the Strategy Inventory for Language Learning established by Oxford (1990). Test scores and survey responses were then analyzed via structural equation modelling. It was concluded that except for test anxiety (p < 0.43), self-efficacy and task values are variables of motivation. Moreover, learning strategies can strongly mediate the relationship between motivation and test scores (X2(8, N = 365) = 10.93, p < 0.21, CFI = 1.0, RMSEA = 0.03 (0.00 - 0.07), SRMR = 0.02).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379576004Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

WashbackIndex Terms--Genre/Form:

554714
Electronic books.

Effects of Self-Efficacy, Task Value, Test Anxiety, and Learning Strategies on Test Scores : = A Washback Study.
LDR:03466ntm a22003857 4500 001 1145683
005 20240711091750.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379576004
035 $a (MiAaPQ)AAI30488081
035 $a AAI30488081
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Tran, My Dung. $3 1470878
245 1 0 $a Effects of Self-Efficacy, Task Value, Test Anxiety, and Learning Strategies on Test Scores : $b A Washback Study.
264 0 $c 2023
300 $a 1 online resource (149 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
500 $a Advisor: Flores, Belinda;Huang, Becky.
502 $a Thesis (Ph.D.)--The University of Texas at San Antonio, 2023.
504 $a Includes bibliographical references
520 $a Washback is defined as the effects of tests on learning and teaching (Alderson & Wall, 1993). Washback has been researched in contexts such as China (Zheng, 2019) and Hong Kong (Stoneman, 2005), but only a few studies (H. Nguyen & Gu, 2020) have investigated washback in Vietnam. Moreover, all the studies in the Vietnamese context examined tests at the university level and used mixed methods or qualitative research methods. Therefore, this study aims at researching the washback of an English mid-term exam for middle school students in Vietnam using quantitative methods. This will fill an important gap in the literature of washback studies.This study adapted the washback framework of Hughes (1993), who stated that washback is mediated by participants, process, and product. Participants such as students and teachers first form attitudes towards the test, which influence the process, or the activities performed due to the test. The process then affects the product, or the outcome of learning and teaching. In this study, participants were 365 middle school students in Vietnam, and their attitudes were operationalized as their motivation, which comprises self-efficacy, task value, and test anxiety associated with the test. The process is the learning strategies students used to study for the test including metacognitive, cognitive, and memory strategies. The product is their test scores.To collect data, students' test scores and survey responses were obtained. The survey was adapted from the Motivated Strategies for Learning Questionnaire created by Pintrich et al. (1991) and the Strategy Inventory for Language Learning established by Oxford (1990). Test scores and survey responses were then analyzed via structural equation modelling. It was concluded that except for test anxiety (p < 0.43), self-efficacy and task values are variables of motivation. Moreover, learning strategies can strongly mediate the relationship between motivation and test scores (X2(8, N = 365) = 10.93, p < 0.21, CFI = 1.0, RMSEA = 0.03 (0.00 - 0.07), SRMR = 0.02).
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Foreign language instruction. $3 1241370
653 $a Washback
653 $a Test anxiety
653 $a Learning strategies
653 $a Task value
653 $a Self-efficacy
655 7 $a Electronic books. $2 local $3 554714
690 $a 0441
690 $a 0444
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Texas at San Antonio. $b Bicultural-Bilingual Studies. $3 1179514
773 0 $t Dissertations Abstracts International $g 84-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30488081 $z click for full text (PQDT)