Abstract
The study was conducted to investigate, from the interrelationships of affective factor, socio-educational factor, and English scores to see how testing works in a Taiwan setting. Participants were 253 elementary school students in southern Taiwan. All were arranged to take a pre-test and a post-test within two semesters, both including an English test (listening and reading, CEFR A1, Basic Level) and a questionnaire dealing with their socio-educational factors ( time of attending cram schools, parental guiding homework, and attitude toward English learning), affective factor (motivation/attitude, Gardner, 1985) and English scores. All available data were processed by The Statistical Package for the Social Science (SPSS) 18.0 for descriptive and predictive analyses. Findings revealed that testing can be regarded as a useful tool for learning and did make a difference in students’ motivation, parental attitude, and English scores between pre-test and post-test in the study.
Presenters
Yen-ju HouAssistant Professor, Applied English, Shu-Zen Junior College of Medicine and Management, Taiwan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Affective Factor, Socio-educational Factor, English Learning
