Sentence examples for learners test from inspiring English sources

In general, English language learners test into general education classes after two years, but they are still counted in that classification for accountability purposes two years after they leave the special language classes.

Washback on learners' test preparation strategies has been investigated within instructed ESL contexts (e.g., Brown 1998; Elder & O'Loughlin 2003; Green 2007; Read & Hayes 2003).

The questionnaire responses were then cross-analyzed with the learners' test scores, and the relationships between English learning motivation and test performance under different social and educational contexts were compared.

An unexpected finding was that IAO learners' test scores actually regressed over the semester compared to their GAO and PO counterparts, with this result only found in the participation groups of instructors 1 and 2, but not the control groups.

*Dronjic and Helms-Park (2014) found from native English speakers' responses to *Qian and Schedl's (2004) DVK that scoring methods moderated how association relationships (paradigmatic vs. syntagmatic) and administration condition (constrained vs. unconstrained) affected learners' test performance.

Such four skills tests have the potential to impact learners' test preparation and proficiency development in the near future in Japan, though the mediating factors outlined here must be accounted for to ensure such positive washback can be generated.

This presumed effect of the condition under which a WAF test is administered (i.e., informed vs. uninformed) on learners' test-taking behaviors might have an impact on their test performance, and more importantly, the psychometric properties of the test.

To illustrate how learners' test-taking behaviors (and thus the validity of a WAF test) might be influenced by whether or not they know the scoring method to be used, the "One-Point" method, in an extreme case, may result in everybody selecting all choices to achieve the maximum score if the method is known to learners.

Young South Korean adolescent learners' testing experiences and their motivation to learn English are discussed in relation to the social consequences of test use and ethical assessment practices.

This stands in clear contrast to German adult second language learners tested with the same material, who showed only the lexical N400 effect and a very different frontally distributed short-lasting positive component that was classified as a P3a component, reflecting general attention-based cognitive processes when being confronted with task-relevant novel stimuli.

It was also the first time that empirical research has been used to examine the complex relationships among English learners' motivation, test value, test anxiety, and high-stakes test performance (i.e., test scores) from the perspective of social and cognitive factors.