Kazem Barzegar; Amir Reza Nemat Tabrizi; Manoochehr Jafarigohar; Fereidoon Vahdany
Abstract
This correlational research used the association between norm-referenced (NRTs) and criterion-referenced tests (CRTs) to predict CRT scores on the basis of NRT scores, homogenize English proficiency of university students, and design a structural equation modeling approach between NRTs and CRTs. The ...
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This correlational research used the association between norm-referenced (NRTs) and criterion-referenced tests (CRTs) to predict CRT scores on the basis of NRT scores, homogenize English proficiency of university students, and design a structural equation modeling approach between NRTs and CRTs. The participants were 210 allied health EGP (English for General Purposes) students who were assigned to three levels of language proficiency using Cambridge Placement Test. Researcher-made midterm and final exams, focusing on grammar, vocabulary, and reading comprehension were conducted. Results showed significant positive correlations between the NRT and CRTs. Structural Equation Modeling (SEM) analysis indicated significant paths from NRT as the dependent latent variable to CRTs as independent latent variables. The scores on the components of the three latent variables including vocabulary, grammar, and reading, within three assessments (placement, midterm, and final) were considered as observed variables. Significant paths between NRT and CRTs suggested that complex interrelations between components of NRT and CRTs can be used to homogenize university students’ proficiency in academic English courses using NTR scores to overcome problems related to the individual differences. Consequently, in academic English courses, groupings based on university students’ language ability using NRT scores would override groupings solely based on students’ academic majors.
Fatemeh Hemmati; Elaheh Sotoudehnama; Mahboobeh Morshedian
Abstract
Self-regulation is the ability to regulate one’s actions, behaviors and thoughts to achieve goals. In the same line, self-regulated learning (SRL) refers to plans and behaviors to reach one’s learning goals. Therefore, this research probed into the effect of training English as a Foreign ...
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Self-regulation is the ability to regulate one’s actions, behaviors and thoughts to achieve goals. In the same line, self-regulated learning (SRL) refers to plans and behaviors to reach one’s learning goals. Therefore, this research probed into the effect of training English as a Foreign Language (EFL) learners according to Zimmerman and Moylan’s self-regulated learning (SRL) model when directed at reading on their motivation for EFL reading. Moreover, the moderating role of the learners’ proficiency level was investigated, as well. Self-regulation strategies which can be used while reading were taught to two experimental groups; they were trained to implement the three phases of Zimmerman and Moylan’s cyclic SRL model while trying to make sense of the reading sections of their textbook. Meanwhile, two control groups received the traditional, routine reading instruction. The data of the study were collected through Mori’s questionnaire of motivation for EFL reading before and after the treatment. A two-way analysis of covariance showed that self-regulation training, when directed at EFL reading, could significantly enhance the participants’ motivation for EFL reading, but their level of proficiency did not have any moderating role in the outcome of self-regulation training. These findings can encourage teachers to train EFL learners in self-regulation strategies with the purpose of improving their motivation for reading.
