Lexical Fluency and C-Test Performance: A Correlational Study

Autor/inn/en	Ostovar-Namaghi, Seyyed Ali; Nakhaee, Shiva; Abbasi-Sosfadi, Saeed
Titel	Lexical Fluency and C-Test Performance: A Correlational Study
Quelle	In: Reading Matrix: An International Online Journal, 20 (2020) 1, S.143-153 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Correlation; Second Language Learning; Language Fluency; Undergraduate Students; Engineering Education; Science Education; English (Second Language); Second Language Instruction; Language Tests; Associative Learning; Prediction; Oral Language; Foreign Countries; Gender Differences; Language Processing; Vocabulary Skills; Scores; Iran + Suchen Sie Ihr Suchwort? Korrelation; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Ingenieurausbildung; Naturwissenschaftliche Bildung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language test; Sprachtest; Vorhersage; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Geschlechterkonflikt; Sprachverarbeitung; Aktiver Wortschatz
Abstract	This study aims at investigating the relationship between student's second language lexical fluency and their C-test performance. Using cluster sampling procedure,75 undergraduate students of Engineering and Basic Sciences studying general English at Shahrood University of Technology were randomly selected to participate in this study. Controlled Oral Word Association Test (COWAT) and C-test were then administered to gather data related to students' lexical fluency and C-test performance respectively. Data were analyzed through correlational analysis and independent-sample T-test. The results revealed a strong positive correlation of r= 0.79 between students' performance on C-test and their lexical fluency. In addition, it was revealed that lexical fluency predicts 54% of the variance in C-test performance. These findings have clear implications for instructed second language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01