Interaction between Language Testing Research and Classroom Testing Practice

Nejad, Ali Mansouri; Pakdel, Farhad; Khansir, Ali Akbar

doi:10.22521/edupij.2019.81.4

Cited by 5 publications

(1 citation statement)

References 26 publications

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“…Historically, testing began around 1500 years ago in China's imperial system (Angelis et al, 1985). To prevent corruption, Chinese people tested educated people for admission to government jobs for the first time (Ali & Ahmed, 2019;Nejad et al, 2019;Spolsky, 2004). They also administered the National Merit Scholarship Program to high school students for the first time (Angelis et al, 1985;Tournès & Scott-Smith, 2017).…”

Section: Introductionmentioning

confidence: 99%

An Investigation into University English Language Instructors’ Inclusion of the Revised Bloom's Taxonomy of Cognitive Skills in Testing Language Skills: Selected Universities in Focus

Laiso¹,

Ali²,

Ayele³

2023

JCT

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The purpose of this study was to investigate into university English language instructors’ inclusion of the revised Bloom's Taxonomy of Cognitive skills in testing undergraduate students’ language skills. The participants of the study were 32 English language instructors who were offering English language courses to undergraduate students. They were selected using a purposive sampling. All the participant-instructors were made to fill in a close-ended questionnaire and a semi-structured interview was held with four of them. Document analysis was also conducted using the judgments of the English language experts. Data collected by the questionnaire was analyzed quantitatively using frequency counts and percentages, whereas data gathered through the interview was analyzed qualitatively. The study employed a descriptive research design and mixed-methods approach. The study's findings revealed that the test items are hardly higher-level cognitive skills (analyzing, evaluating and creating); they are completely dominated by lower-level cognitions (remembering, understanding and applying). Hence, it is recommended that university ELT instructors should give due attention for the revised Bloom’s taxonomy of cognitive skills in testing their students’ language skills.

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Section: Introductionmentioning

confidence: 99%

An Investigation into University English Language Instructors’ Inclusion of the Revised Bloom's Taxonomy of Cognitive Skills in Testing Language Skills: Selected Universities in Focus

Laiso¹,

Ali²,

Ayele³

2023

JCT

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Relationship between information literacy and satisfaction with quality of virtual education in Iranian nursing students during the COVID-19

Shokrpour,

Bijani,

Bazrafcan

et al. 2024

BMC Res Notes

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Optimizing EFL learning: exploring the role of learner background factors and the nuances of their effects on intrinsic and extrinsic motivation among university students in a mixed-methods study

Kashefian-Naeeini,

Shokrpour,

Pakdel

2024

BMC Psychol

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Introduction Motivation is a driving force behind man’s behavior which has led to many psychological studies throughout the world. Moreover, it is the fuel for successful learning. While intrinsic motives provide the internal rewards, extrinsic motivation supplies the required external rewards to keep the engine of learning running. Knowing the factors which impact intrinsic/extrinsic motivation helps educators target their efforts at a higher level and make more informed decisions. Method This study intends to examine how intrinsic vs. extrinsic motivation may be influenced by demographics including learners’ background factors of major, age, and occupation and to determine the relationships that may exist between intrinsic and extrinsic motivation. To this end, an explanatory sequential mixed-methods research was conducted at one of the public universities in Shiraz on the majors of Elementary Education, Educational Affairs, Social Studies and Theology, and the Arabic language which were selected through cluster sampling. These students were having their English courses at the university. Based on Krejcie and Morgan’s formula for sample size, a questionnaire was administered to 100 participants to collect quantitative data. Moreover, semi-structured interview sessions were conducted with one fourth of the participants. Results Using Multiple Analysis of Variance (MANOVA) and Pearson correlation, we found that learners’ background factors of age, field of study and professional status did not affect intrinsic nor extrinsic motivation. However, significant and positive relationships were found between intrinsic motivation and total motivation index, and between extrinsic motivation and total motivation index. Qualitative data obtained from the interviews were analyzed using a thematic analysis. The results of the interviews showed some new illuminating trends as revealed from the participants’ responses and it was found that most interviewees followed intrinsic motives and considered motivation as a factor of great significance. Conclusion In the English as a Foreign Language (EFL) context in which our study was conducted, instructors can follow more similar classroom motivational techniques and strategies since neither type of motivation was influenced by the variables of different major, age and occupation. Though many studies have shown that EFL learners are more extrinsically motivated in comparison with ESL ones, our study revealed that participants were more intrinsically motivated. Thus, this study may be replicated in other educational contexts such as an ESL context. The study can also be repeated in some universities in which other educational systems such as coed education is used to see the possible similarities and differences. Motivation is the important stimulant to impel the learners to achieve their learning goals; thus, it should receive sufficient attention in various educational settings.

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Interaction between Language Testing Research and Classroom Testing Practice

Cited by 5 publications

References 26 publications

An Investigation into University English Language Instructors’ Inclusion of the Revised Bloom's Taxonomy of Cognitive Skills in Testing Language Skills: Selected Universities in Focus

An Investigation into University English Language Instructors’ Inclusion of the Revised Bloom's Taxonomy of Cognitive Skills in Testing Language Skills: Selected Universities in Focus

Relationship between information literacy and satisfaction with quality of virtual education in Iranian nursing students during the COVID-19

Optimizing EFL learning: exploring the role of learner background factors and the nuances of their effects on intrinsic and extrinsic motivation among university students in a mixed-methods study

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