English Test Scores Research Articles

From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement

From a positive psychology perspective, adopting a growth mindset in language learning cultivates positive learning goals and sustains motivational drive. However, the extent to which these motivational benefits translate into tangible language learning outcomes remains controversial. Drawing from the language learning motivational process model, this study investigates the predictive power of growth language mindset on second language (L2) achievement and the mediating role of autonomous motivation and engagement. High-school English language learners in China (n = 486) completed mindset, motivation, and engagement questionnaires, and we retrieved their subsequent English test scores. The results suggested that growth mindset positively, albeit weakly, predicted subsequent L2 achievement (r = .17). Further, autonomous motivation and engagement sequentially mediated the link between growth mindset and L2 achievement. Engagement also acted as an independent mediator (although this was not the case for autonomous motivation). The study provides theoretical insights into the mechanisms through which growth mindset can positively impact L2 learning, and identifies practical pedagogical implications for L2 classrooms.

Allow Me to Explain: Benefits of Explaining Extend to Distal Academic Performance.

How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student explanations predict students' later performance on standardized tests of math and English? In Study 1 (N = 127 5th-6th graders), participants completed a causal learning activity during which their explanation quality was evaluated. Controlling for prior test scores, explanation quality directly predicted both math and English standardized test scores the following year. In Study 2 (N = 20,384 10th graders), participants reported aspects of teachers' explanations and their own. Controlling for prior test scores, students' own explanations predicted both math and English state standardized test scores, and teacher explanations were linked to test performance through students' own explanations. Taken together, these findings suggest that benefits of explaining may result in part from the development of a metacognitive explanatory skill that transfers across domains and over time. Implications for cognitive science, pedagogy, and education are discussed.

A Comparative Study on the Relationship Between Learned Helplessness and Academic Performance in English Classes in Urban and Rural Junior High Schools

This study selected a total of 441 second-grade students from urban and rural schools in the same city in Guangdong Province as research subjects to explore the relationship between learned helplessness and academic performance in junior middle school English classes and compare the research results of the two schools. The results of the study found that the level of learned helplessness among rural junior high school students was significantly higher than that among urban junior high school students(The average level of learned helplessness among rural students is 3.87/5, while that among urban students is 3.54/5.). The average English score of rural junior high school students was significantly lower than that of urban junior high school students, with an average score difference of 9.35 points. Regardless of whether junior high school students were from urban or rural schools, learned helplessness in English classes had a significant negative impact on English test scores. Additionally, there was a causal relationship between the two, meaning that the level of learned helplessness would affect students' test scores.

Influence of Working Memory Capacity on English Language Learning of High School Students School

In recent years, the relationship between working memory and second language acquisition has been a hot topic in the field of second language acquisition. The impact of second language learners’ working memory capacity on their second language acquisition is inconclusive. Researchers have called for further investigation into the role of working memory in second language development when reviewing literature on working memory in second language acquisition. called for further investigation into the role of working memory in second language development when reviewing literature on working memory in second language contexts and language contexts. Therefore, this study aims to explore whether and how working memory capacity affects overall English proficiency. The research question is: what is the correlation between high school students' working memory capacity and their English grades? This study used empirical research methods and randomly selected 37 high school students from a school in Dujiangyan, Chengdu as participants. empirical research methods and randomly selected 37 high school students from a school in Dujiangyan, Chengdu as participants. Data sources included Data sources included working memory capacity tests and English proficiency tests, both of which were conducted in the students’ classrooms. Descriptive statistics and Pearson correlation analysis were performed using SPSS 26.0 statistical analysis software. The study shows that there is a significant correlation between working memory capacity and English proficiency test scores. The correlation between The correlation between working memory and English proficiency test scores suggests that individual differences in working memory capacity can affect important cognitive activities such as listening, reading comprehension, reasoning, writing, and problem-solving. The correlation between working memory and English proficiency test scores suggests that individual differences in working memory capacity can affect important cognitive activities such as listening, reading comprehension, reasoning, writing, and problem-solving.

The Predictive Effects of Foreign Language Anxiety (FLA) and Foreign Language Boredom (FLB) on Matriculation English Test (MET) Scores in Chinese Second-Tier University Setting

The Predictive Effects of Foreign Language Anxiety (FLA) and Foreign Language Boredom (FLB) on Matriculation English Test (MET) Scores in Chinese Second-Tier University Setting

Exploring the effects of problem-based learning on English as a foreign language students: a mixed-methods approach in Chinese higher education

ABSTRACT In this mixed-methods study, we investigated the relationship between instructional approach, students’ self-efficacy beliefs, and students’ English language proficiency, as well as the perceptions of the instructor and students regarding problem-based learning (PBL) in a College English course in China. Using path analysis, we assessed the effectiveness of PBL as compared to traditional lecture-based instruction, focusing on PBL’s impact on Chinese college students’ self-efficacy beliefs and English proficiency. We also explored the perceptions of both instructors and students regarding PBL using their qualitative feedback. Two classes of College English (N = 57) at a tier-one university in China were randomly assigned to either a PBL or a traditional lecture condition for one semester, while controlling for students’ initial English placement test scores. The results indicated that PBL instruction fostered students’ English proficiency, and students’ self-efficacy positively impacted their English proficiency, as measured by a national English standardized test. However, PBL did not impact students’ self-efficacy beliefs. Both the instructor and students held positive attitudes towards PBL instruction in the English classroom, and students made recommendations for activities and ways to improve. Further investigation of PBL’s effectiveness is needed to support English as a foreign language students’ language acquisition in a global context.

The economics of L2 English. Evidence from 2.0 mln subjects suggests an economics of language framework to account for country differences in L2 English proficiency

ABSTRACT We analysed Education First’s Standard English Test scores coming from 2 mln learners of English in 109 countries world-wide. Proficiency in English as a global lingual franca is an important skill in various areas of international communication. A larger linguistic distance between English as a second language and a learner’s first language has been put forward as increasing the efforts or costs of learning English. Instead of the subjective measures used in the past, we constructed a quantitative linguistic distance measure based on comparing words (lexicon), constructions (morpho-syntax), and sounds (phonology) between English and 59 mother tongues. Mixed regression analyses were carried out on the countries’ proficiency scores with a country’s human capital index, the official status of English in a country, and linguistic distance as predictors. All three predictors turn out to be robust proficiency determinants. Language skills constitute an essential component of human resources in today’s emerging and growing knowledge economy. These skills cannot be taken for granted and additional language training is required when linguistic distances are large.

Enhancing English and accounting skills through a VOCABING-based technology program for MSMEs in Kediri

Digital economic transformation which is the impact of technological development changes the perspective of Indonesian on economic behavior. The use of technology in economics activity is increasing nowadays. It impacts on the development of the economic sectors. Macro, Small and Medium Enterprises (MSME) one of the business roles in Indonesia have to do some innovation for its existing in today's trading world. The strategy that can be implemented for facing that case is by adapting the technology use and enhancing the quality of human resources through increasing competence and skills. Considering that the performance of an organization is determined by the human resources it has. Community service program through Integrated Training; Vocabulary Building & Accounting (VOCABING)-Based Technology needs to be held for MSMEs in Kediri. These activities include training in English and the Use of Accounting Technology for improving MSMEs skill. it is based on vocabulary mastery which influence the ability to understand the complex information and instructions. The activity held two days series through four steps; planning, implementation, evaluations, and reporting. For proving the training’s goals, it used tests and assessment. The results showed that there was an increase of 12.5% in the final English test score and participants completed the work instruction assessment correctly.

English in the internationalization of higher education and international student mobility

Abstract In this article, we discuss the significance of English in the internationalization of higher education and international student mobility, using Kachru’s (1985) Three Circles Model of World English. As education is one of the major forms of migration (Liu-Farrer, 2022; Borlongan, 2023) in the so-called ‘age of migration’ (cf. de Haas, Castles, & Miller, 2020), more and more students are motivated to study abroad to complete their tertiary education. First, we discuss motivating factors both for the internationalization of higher education and international student mobility. Second, we point out how English has been playing a very central role in the internationalization of higher education institutions and international student mobility (Philipson, 2010; Jenkins, 2017) among these factors. Then, we present the dynamics of international student mobility by looking at their global flow, English-medium programs, and English language proficiency requirements. While Inner Circle countries are still the most attractive destinations for most international students, Expanding Circle countries, where English is not an institutionalized medium of instruction in higher education, also value English by expanding English-medium degree programs and requiring English proficiency test scores to admission. Finally, we end the article by reiterating the dominance and utility of English in the internationalization of higher education and international student mobility and its stable position as the language of educational migration.

Effect of ethnic stereotype threat on academic performance: Experimental evidence from rural China

Ethnic stereotype threat is a feeling of being at risk of perceiving a negative stereotype about one's ethnicity. Conducting a lab-in-the-field experiment at 126 rural primary schools in northwest China with a sample of 10,431 students from grade 4 and grade 5, this paper examines the effects of ethnic stereotype threat on students' academic performance. We find that stereotype threat improved minority students' English test scores and had no effect on Han students. Investigations for underlying mechanisms show that stereotype threat improves the ethnic pride of minority students, further improving their English test scores. Heterogeneous analysis shows that the positive effects of stereotype threat on English performance are more evident for minority students whose English teachers are from Han, and also more evident for minority students whose best friends of different ethnicities have higher grades than them. This study provides evidence to support the benefits of inter-ethnic communication and integration among multi-ethnic settings at school.

Foreign language learning boredom: Refining its measurement and determining its role in language learning

AbstractThis cross-sectional and longitudinal study sought to refine the measurement of foreign language learning boredom (FLLB) and examine its links with overall/skill-specific second and foreign language (L2) achievement (curriculum-based course exam scores) and proficiency (Cambridge English test scores). In Substudy 1, we developed and validated an 11-item Foreign Language Learning Boredom Scale–Short Form among secondary and tertiary English as a foreign language (EFL) learners in China (n1 = 2,223, n2 = 504, n3 = 934, n4 = 1,109). The scale showed sound psychometric properties (i.e., construct/criterion/convergent/discriminant/predictive validity, reliability, and measurement invariance across time and groups). In Substudy 2, structural equation modeling results show that FLLB had a consistent modest negative effect on overall and skill-specific (vocabulary and grammar, listening, reading, and writing) L2 achievement and proficiency (n4 = 1,109). Substudy 3 was a 12-month three-semester longitudinal investigation (n4 = 1,109). Cross-lagged panel modeling results show that L2 achievement predicted subsequent FLLB negatively, while FLLB did not predict subsequent L2 achievement.

The Effect of Self-identity and Positive Emotion Intervention on College Students' English Reading Study on the Correlation between Test Scores

The aim of this study was to investigate the impact of self-identification and positive emotion intervention on college students' English reading comprehension. In the context of globalization, proficiency in English reading is crucial for effective cross-cultural communication and career advancement. However, previous research has primarily focused on the influence of self-efficacy on long-term learning, neglecting the examination-specific utilization of psychological adjustment strategies (such as positive emotional intervention) and its correlation with test performance and scores among students. Therefore, this study posits that through psychological adjustment and alleviation of test anxiety, positive emotional intervention and self-identification can facilitate improvements in English reading comprehension skills as well as enhance test coping abilities. A total of 61 non-English major college students were randomly selected and divided into two groups: “moderate self-identification group” and “high self-identification group”. Each group was further subdivided into an intervention group and a control group. The statistical software SPSS was employed to conduct descriptive statistics, correlation analysis, cluster analysis, and difference analysis in order to elucidate the relationship between positive emotions, self-identification, and English reading scores. These findings aim to provide novel insights for both the education industry and the psychological field. The results revealed that positive emotion intervention significantly influenced students' English reading test scores across different levels of self-identification. Specifically, students with a moderate level of self-identification exhibited improved performance after receiving positive emotion intervention, whereas those with a high level of self-identification maintained better performance without additional situational motivation. Furthermore, it was observed that reading materials of varying difficulty levels also impacted reading comprehension at an intermediate level of English proficiency. Overall, this study confirms the efficacy of positive emotion intervention in assisting students in effectively coping with challenges and enhancing their accuracy.

Metacognitive strategy use in foreign language learning fluctuates from both ends towards the middle: Longitudinal evidence for the Island Ridge Curve

This study examined the different patterns of metacognitive strategy use, their variations across time, and the relation of this variation to English as a foreign language (L2) development. This study involved 2126 7th graders from 16 schools in Hong Kong. Metacognitive strategy questionnaire data and English test scores were collected three times at one-year intervals. Data were analyzed using latent profile analysis (LPA) and latent transition analysis (LTA). The results showed: (a) there were three strategy use groups across each wave: low, medium, and high frequency groups; (b) the medium group remained the most stable, and the other two groups transited to the middle; (c) the medium group obtained significantly higher mean English scores than the low group, but the mean score of the high group was non-significantly higher than the medium group. The evidence confirmed the emerging theory of the Island Ridge Curve and suggested that students can automatically adapt their metacognitive strategies to optimize their L2 learning.

English medium instruction learners’ self-efficacy, engagement, and satisfaction; developing a measurement instrument

ABSTRACT This paper describes the development of a survey instrument to measure learners’ self-efficacy, engagement, and satisfaction within the context of English Medium Instruction (EMI) classes, with reference to both language issues and the discipline being taught. The paper presents details of analysis of the instrument using the Rasch model. The survey was administered to 287 tertiary students enrolled in EMI classes in Japan. Results of a Rasch Principal Components Analysis of Residuals showed the three intended constructs to be largely unidimensional. Item-level analysis, as well as reliability and separation measures and an investigation of Wright maps, provided further evidence that the items are working adequately to measure each of the three constructs and to allow differentiation between levels of each construct among the respondents. In addition, the effectiveness of the 6-point Likert scale used was confirmed with an analysis of category structure functioning. Finally, a correlation analysis with a subset (n = 97) of the participants for which English proficiency test scores were available was conducted. Results showed a small, statistically significant and positive relationship between reading proficiency and each of the three constructs.

How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory

AbstractThe current study examined a multiple mediator model based on the control‐value theory. A sample of 433 Chinese junior middle school students participated in questionnaires assessing teacher‐student relationships (TSRs), academic emotions, academic value (AV), and academic self‐efficacy (ASE). English test scores were collected as an indicator of students' English academic performance. The results indicated the following: (a) for academic enjoyment, the TSR has an effect on academic achievement through the chain intermediary of AV and ASE; (b) for academic relaxation, the TSR has an effect on English academic achievement through the single intermediary of academic relaxation and the chain intermediary of AV, ASE, and academic relaxation; (c) for academic anxiety, the TSR has an effect on English academic achievement through the single intermediary of AV, the single intermediary of academic anxiety, and the chain intermediary of AV, ASE, and academic anxiety; (d) for academic boredom, the TSR has an effect on English academic achievement through the single intermediary of academic boredom. These findings enrich the relevant research on the control‐value theory and provide important insights for improving students' English academic achievement.

Using of Morphological Theory to Improve English Reading Comprehension Ability of Buriram Rajabhat University Students

This study aimed to 1) explore the English reading comprehension problems and needs of Buriram Rajabhat University students, 2) construct the English reading comprehension handbook by using morphological theory to improve their English reading comprehension ability, and 3) evaluate the effectiveness of the English reading comprehension handbook that uses morphological theory. The population consisted of 128 first-year students at Buriram Rajabhat University, had taken the BRU English proficiency test and experienced difficulties with English during the 2023 academic year. From this population, a sample of 30 participants was selected using systematic sampling techniques. The study used several research instruments to collect data which included: 1) a questionnaire to identify the problems faced by students in comprehending English reading, 2) an English reading comprehension handbook by using morphological theory, 3) pre-test and post-test, and 4) a students’ satisfaction with the English reading comprehension handbook that uses morphological theory questionnaire. The results revealed that 1) most students at Buriram Rajabhat University acknowledged facing challenges in English reading comprehension, with vocabulary knowledge receiving the highest, followed by fundamental knowledge, and knowledge of sentence structure, respectively. Moreover, the students express a high-level need to improve their English comprehension using morphological theory. 2) The handbook is structured into five chapters, each rooted in morphological theory to offer through assistance for students facing challenges in English reading comprehension. 3) The English reading comprehension handbook, which utilized morphological theory, received the highest level of student satisfaction and students demonstrate higher English proficiency test scores after utilizing the English.

A Statistical Analysis of Vietnamese High School English Test Score Data

This statistical study, perhaps the first of its kind in Vietnamese academia, has tried to understand the patterns in high school students’ pre-college national exam test scores which hold tremendous significance in students’ college or university admissions. English belongs to one of the three mandatory subjects (the other two being Mathematics and Literature) where students must be tested as part of their overall evaluation. However, since English is a foreign language for the learners, many high school students, especially those from rural areas, struggle to attain an acceptable level of proficiency. Meanwhile, a good proportion of students, particularly those in urban areas and with their own substantial financial resources, do attend extra tutorial classes to gain an edge in English proficiency. In this study we have analyzed the provincial mean and median test scores over a period of three years (2019, 2020 and 2021). It has been noted that a province’s aggregate performance depends heavily on - (i) the province’s per capita gross domestic product (PCGDP), which measures a province's economic prosperity; and (ii) the average number of students per high school (ANSHS) which indicates the overall competitive environment the students encounter which helps them sharpen their language proficiency.

Mapping English language proficiency test scores of lecturers onto the common European framework level

This study was conducted to display the lecturer’s English language proficiency test scores at one of the state universities in Indonesia. The research applied descriptive design by quantitative approach. The sample is the lecturers of the English and non-English departments at one of the state universities in Indonesia. The instrument of the research was English language proficiency test of TOEFL ITP. Descriptive statistics was used as data analysis technique, mean and percentage. The result of this research disclosed that 86% of the lecturers are in the level of B1 of CEFR which achieved the targeted score of English competences certification file requirements of certified lecturer and 3.92% of the lecturers are in the A2 level of CEFR. The researchers discovered that the most difficult language skill of the test is in the structure and written expression section where 4 % of the lecturers are in the A2 CEFR level. Then it is also revealed that the lecturers got the lowest scaled score in the structure and written expression section, which was 37. From all parts of the test, none of the lecturers achieved C1 level in the structure and written expression. This is implied that the lecturers have problems in their writing skills and need to improve their grammatical skills to be able to write correct sentence structure in standard academic English.

The influence of English language proficiency test scores on the academic success of ESL undergraduate students

ABSTRACT This study considers language proficiency test scores achieved by ESL students who subsequently entered a New Zealand university at the undergraduate level. Scores from IELTS and the university’s in-house English Proficiency Test are analysed to determine the predictive ability of overall scores on these two tests and scores for each of the four language skills on academic success. The results indicated that language proficiency had a significant effect on undergraduate academic achievement. Furthermore, analyses of the predictive ability of scores for listening, speaking, and reading were remarkably similar between the tests, with non-significant results of similar magnitude for each skill. On the other hand, IELTS writing scores demonstrated a non-significant negative effect on academic achievement, while EPT writing scores were strongly significantly predictive of academic achievement. The results suggest that universities may benefit from measuring ESL students’ academic writing proficiency in more authentic university-level writing tasks.

A Study on the Relationship Between English Test Scores in the Vietnamese National High School Graduation and VNU Competency Assessment Results

A Study on the Relationship Between English Test Scores in the Vietnamese National High School Graduation and VNU Competency Assessment Results