Exploring Which Test-Taker Characteristics Predict Young L2 Learners' Performance on Listening and Reading Comprehension Tests

Autor/inn/en	Sok, Sarah; Shin, Hye Won; Do, Juhyun
Titel	Exploring Which Test-Taker Characteristics Predict Young L2 Learners' Performance on Listening and Reading Comprehension Tests
Quelle	In: Language Testing, 38 (2021) 3, S.378-400 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sok, Sarah) ORCID (Shin, Hye Won) ORCID (Do, Juhyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532221991134
Schlagwörter	Listening Comprehension Tests; Reading Comprehension; Performance Factors; Elementary School Students; Grade 6; Preadolescents; Individual Differences; Predictor Variables; English (Second Language); Second Language Learning; Learning Motivation; Short Term Memory; Phonological Awareness; Language Aptitude; Achievement Tests; Foreign Countries; South Korea; Modern Language Aptitude Test; Wechsler Individual Achievement Test; Gates MacGinitie Reading Tests; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Hörverstehensübung; Leseverstehen; Leistungsindikator; School year 06; 6. Schuljahr; Schuljahr 06; Pre-adolescence; Präadoleszenz; Individueller Unterschied; Prädiktor; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Kurzzeitgedächtnis; Sprachbegabung; Spracheignung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Korea; Republik; WIAT; Eignungsprüfung; Eignungstest
Abstract	Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners' test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners' (n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants' performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners' L2 outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01