The role of language proficiency, test anxiety, and testing preferences in ESL students' test performance in content-area courses

The role of language proficiency, test anxiety, and testing preferences in ESL students' test performance in content-area courses

Show other versions (1)
Bibliographic Details
Main Author: Teemant, Annela
Language:English
Published: The Ohio State University / OhioLINK 1997
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=osu1241104829
id ndltd-OhioLink-oai-etd.ohiolink.edu-osu1241104829
record_format oai_dc
spelling ndltd-OhioLink-oai-etd.ohiolink.edu-osu12411048292021-08-03T05:55:49Z The role of language proficiency, test anxiety, and testing preferences in ESL students' test performance in content-area courses Teemant, Annela <p>This study investigates the jeopardy in content-area testing for English as a Second Language (ESL) students in university settings. A theoretical model is proposed which suggests that language proficiency, test anxiety, and test preferences are variables which predict ESL students' performance on content-area tests. Language proficiency was measured using the Michigan Test of English Proficiency, and a writing assessment. Test anxiety was comprised of both state- and trait-anxiety measures. Testing preferences assessed students' attitudes toward true/false, multiple-choice, short-answer/completion, restricted-response, and extended-essay formats using a semantic differential scale.</p><p>Both qualitative and quantitative data were gathered. First, thirteen ESL students were interviewed, and a content analysis of the data provides a general overview of the problems, preferences, strategies, and teacher practices related to content-area testing for ESL students. Second, quantitative data relating to language, anxiety, preferences, and test performance were gathered in a specific course—American Heritage—with 38 ESL students at Brigham Young University. Data were analyzed using a multiple regression approach investigating the relationships among variables in the theoretical model (i.e., path analysis). In addition, four American Heritage ESL students were interviewed.</p><p>The qualitative and quantitative findings suggest that the testing jeopardy for ESL students is a multidimensional phenomenon, with aspects internal and external to the student's control. In the course-specific context, the theoretical model accounted for 60% of the variance in test performance. Language proficiency and testing preferences did not account for a significant amount of variance; however, test anxiety was found to be the strongest predictor of students' content-area test performance. This study provides qualitative and quantitative evidence that the American Heritage professor's instructional and testing accommodations minimized the language proficiency and testing preference jeopardy in testing for ESL students. Implications for theory, pedagogy, and research are presented.</p> 1997 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1241104829 http://rave.ohiolink.edu/etdc/view?acc_num=osu1241104829 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
author Teemant, Annela
spellingShingle Teemant, Annela
The role of language proficiency, test anxiety, and testing preferences in ESL students' test performance in content-area courses
author_facet Teemant, Annela
author_sort Teemant, Annela
title The role of language proficiency, test anxiety, and testing preferences in ESL students' test performance in content-area courses
title_short The role of language proficiency, test anxiety, and testing preferences in ESL students' test performance in content-area courses
title_full The role of language proficiency, test anxiety, and testing preferences in ESL students' test performance in content-area courses
title_fullStr The role of language proficiency, test anxiety, and testing preferences in ESL students' test performance in content-area courses
title_full_unstemmed The role of language proficiency, test anxiety, and testing preferences in ESL students' test performance in content-area courses
title_sort role of language proficiency, test anxiety, and testing preferences in esl students' test performance in content-area courses
publisher The Ohio State University / OhioLINK
publishDate 1997
url http://rave.ohiolink.edu/etdc/view?acc_num=osu1241104829
work_keys_str_mv AT teemantannela theroleoflanguageproficiencytestanxietyandtestingpreferencesineslstudentstestperformanceincontentareacourses
AT teemantannela roleoflanguageproficiencytestanxietyandtestingpreferencesineslstudentstestperformanceincontentareacourses
_version_ 1719427960708005888

Similar Items