A Cross-Sectional Survey on Japanese English-Major University Students' Confidence in the TOEIC Can-Do List

Autor/in	Ozawa, Shinya
Titel	A Cross-Sectional Survey on Japanese English-Major University Students' Confidence in the TOEIC Can-Do List
Quelle	In: TESL-EJ, 21 (2018) 4, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Case Studies; College Students; Self Esteem; English (Second Language); Language Tests; Second Language Learning; Language Proficiency; Self Evaluation (Individuals); Age Differences; Effect Size; Reading Skills; Student Surveys; Student Attitudes; Second Language Instruction; Majors (Students); Foreign Countries; Guidelines; Statistical Analysis; Japan; Europe; Test of English for International Communication + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Collegestudent; Self-esteem; Selbstaufmerksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied; Reading skill; Lesefertigkeit; Schülerbefragung; Schülerverhalten; Fremdsprachenunterricht; Ausland; Richtlinien; Statistische Analyse; Europa
Abstract	This survey was conducted to investigate how university students gain or lose confidence in English communicative domains over four years at university. Self-assessment has been a useful instrument for measuring learners' English proficiency, and the students in this study were required to self-assess their confidence levels in TOEIC Can-Do list items. The results revealed a difference between first- and third-year students' levels of confidence in the Reading domain, but the effect size was small. In the other communicative domains, there was no significant gain in confidence over the four years. Frustratingly, there was a decline in confidence from the third to the fourth year. Even when the limitations of this survey are considered, the results clearly demonstrate that there is a need to improve the curriculum in order to develop student confidence over their four years at university. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01