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Comparing language tests and test preparation materials holds important implications for the latter's validity and reliability. However, not enough studies compare such materials across a wide range of indices. Therefore, this study investigated the text complexity of IELTS academic reading tests (IRT) and IELTS reading practice tests (IRPrT). Fine-grained quantitative analyses were undertaken to delineate measures of lexical, syntactic, and discourse complexity across a corpus of 108 IRT and 108 IRPrT published by Pearson, Macmillan, and Cengage Learning. The results suggest little difference between IRT and IRPrT at the lexical level; however, there were significant differences in some measures of syntactic and discourse level complexity. The findings bear implications for stakeholders including learners as test takers, instructors, material developers, and language testing researchers. We interpret this to mean that while IRPrT materials are lexically conducive to the practice for IRT and can provide a similar experience, the IRPrT do show some differences in the amount of subordination and idea repetition at the discourse level. Therefore, instructors and learners may seek to supplement practice with these structures when preparing for IRT, and the designers of such practice materials should consider aligning these factors in the future.

This study was conducted to determine whether the mock board examination performance can predict a candidate's performance in the Licensure Examination for Certified Public Accountants (LECPA). It covered the Bachelor of Science in Accountancy (BSA) graduates from a higher education institution in Pagadian City, Zamboanga del Sur, Philippines, who took the mock board examination and were first-time LECPA takers from the October 2022 to May 2023 batches. Participants were directly included in the study. A simple linear regression analysis was utilized to determine whether a candidate's performance on the mock board could predict their LECPA performance. The model summary revealed a value of 0.474, which is below 0.5. Therefore, the study concluded that the mock board examination can predict overall LECPA performance. This result implied that higher scores on the mock board examination correlate with a higher probability of passing the LECPA. Based on these findings, the learning institution should regularly improve the mock board examinations. Suggestions include aligning the difficulty level of the mock board with the LECPA and having the assessment conducted by a Certified Public Accountant (CPA) examiner other than the mock board lecturer.

Certified dietary managers (CDMs) lead their food services team by ensuring food quality, safety, and palatability while applying nutrition principles to food purchasing, storage, preparation, and service. Despite labor shortages and forecasted growth in both healthcare and food services management jobs, approximately 30% of credentialing exam candidates forego their exam within the first year after completing a didactic career technical education program approved by the Association of Nutrition and Foodservice Professionals. Moreover, very few return to pursue their exam after the first year. This study explored, through the lens of the theory of planned behavior, the perceived obstacles contributing to CDM program graduates' reluctance to sit for the national board certification. Semi-structured interviews were conducted with a purposive and convenience sample of eight participants from various regions of the United States to gain insight into internal and external factors contributing to their exam hesitancy. Thematic analysis yielded several themes, including a lack of control over internal and external barriers to taking the exam. Participants reported facing family and work constraints exacerbated by the pandemic and the lack of financial resources to meet exam preparation and registration costs. They expressed feelings of exam-related anxiety, being ill-prepared, unsupported by their programs and employers and discouraged by the observed stressful working conditions of current CDMs. This study helps establish a foundation for remedial action by stakeholders, educational program leaders, and CDM employers in support of certification candidates. Findings raise questions about the prevalence of credentialing exam barriers in other disciplines and pave the way for future investigations about exam hesitancy.

This study, designed as a basic qualitative research, aims to evaluate the perspectives of Turkish teachers regarding the nationally implemented large-scale assessments in specific subjects. By employing purposive sampling methods, particularly maximum variation sampling, 14 teachers with different seniorities and branches from various high schools were included in the research. Data were collected using a semi-structured interview form prepared by the researcher. Through the application of descriptive analysis, it was found that teachers viewed these assessments more as a preparation for changes in the higher education transition system and as a tool for achieving standardization across the country rather than as an accountability policy instrument. Despite the low-stakes nature of this assessment, it was observed that teachers exhibited responses like those documented in the literature for high-stakes accountability. Additionally, it was found that teachers prepared students for the exams primarily through practice exercises and experienced anxiety before the exams due to the limitation of their autonomy and the comparison of their students and themselves. Furthermore, most participants believed that the assessment results were not effective in determining students' learning, primarily held the students accountable for the results, and considered such assessments as a source of stress. Based on the findings, recommendations were made for practitioners and researchers.

In postsecondary education institutions, where innovative technologies continually reshape research and pedagogical approaches, the integration of generative artificial intelligence (GenAI) tools presents promising avenues for enhancing student learning experiences. This study assesses the efficacy of integrating GenAI tools, specifically chatbots, to ameliorate learning outcomes and mitigate test anxiety among postsecondary students. Within the context of an introductory psychology course, 40 participants engaged with chatbots as supplementary "study confidantes" for exam preparation and as facilitators for an essay grading task. The results from surveys administered to the participants indicated that most students found the chatbots helpful in aiding comprehension of course materials. Moreover, a substantial proportion of respondents reported an enhanced understanding of how to structure an academic paper because of their essay grading activity. Despite the favourable perception of chatbot assistance with learning course material and fostering insights into structuring scholarly essays, no discernible alterations in the levels of test anxiety among students were observed. Overall, this research underscores the latent potential of chatbots as pedagogical adjuncts, furnishing instructive insights for educators aiming to innovate instructional methodologies and optimize student learning paradigms within the domain of postsecondary education.

Medical school curriculum integrates pre-clinical coursework with clinical experiences to impart understanding of pathophysiologic processes and requisite skills for future physicians. Evaluation through examinations measures students' knowledge and skills acquisition, while practice exam questions remain underexplored in studies on student study habits and exam performance. This study addresses the study habits, perceptions, and utilization of practice questions among first-year medical students (M1s). A survey conducted in 2023 revealed that a substantial proportion of students dedicate extensive time to independent study, with a majority expressing a strong preference for utilizing practice questions in their exam preparation. Notably, the survey findings underscored the perceived effectiveness of practice questions in assessing comprehension and identifying crucial content areas. Furthermore, students emphasized the value of practice questions that integrate and synthesize information across different curriculum blocks. The majority of students reported improved perceived performance on content accompanied by practice questions, highlighting the potential benefits of integrating these resources into medical school curricula. By understanding and supporting effective study strategies, educators can potentially mitigate student stress and enhance overall academic performance.

This study sought to identify the challenges and needs of TOEFL iBT candidates in achieving C1 level scores in the speaking and writing sections of the exam. To this end, the researcher employed a mixed-method approach to collect data from a population of 46 students, both male and female, between the ages of 22 and 30. The participants were enrolled in two TOEFL preparation classes at Universidad Nacional de Educación. The data were collected through a survey, class observations, and TOEFL speaking and writing mock tests, and were subsequently analyzed both qualitatively and quantitatively. The findings indicated that the participants encountered challenges in discussing unfamiliar topics fluently, struggled with producing language at the C1 level while employing a variety of grammar and vocabulary, and demonstrated reduced accuracy due to influences from their first language (L1). To address these challenges, it is recommended to offer a bridging course prior to exam preparation courses wherein the primary focus is devoted to enhancing candidates' accuracy and communicative competence in discussing unfamiliar topics through corrective feedback. The findings of this study could offer valuable insights to TOEFL iBT test preparation instructors, enabling them to better understand the challenges students face and plan strategies to address these challenges effectively within preparation courses.

During the COVID pandemic, universities around the globe had to move not only their content delivery online, but also their assessments. Due to COVID causing significant upheaval in Higher Education (HE), this enforced experiment also afforded an opportunity to reflect on traditional, invigilated, closed book exams (ICBE) resulting in research and advice in this area. A systematic review of this academic and grey literature was performed concentrating on maths heavy physics examinations to investigate what guidance is given to examination writers, educators who prepare students for exams and HE examinees themselves. The literature review results were divided into: Advice for examiners who need to provide an uinvigilated open book exam (UOBE), discussions on cheating, advice for students and case studies. It was found that ICBEs were good at examining lower order cognitive skills, e.g. recall and understanding, but higher order skills, such as analysing and synthesising, are better examined with access to a larger range of resources. Guidance on making academic misconduct more difficult also suggested using higher order thinking skills in exam questions as responses to these types of tasks are more individual and getting outside help may be more difficult in a time constrained UOBE. Furthermore, literature encouraged reflection on the motivation for cheating and suggested that overly demanding assessment may encourage students to seek inappropriate help. The advice for students highlighted the need to prepare as thoroughly for a UOBE as they would for a traditional exam. Probably the thrust should change from pure memorization to students preparing their notes so that they can efficiently access their material to locate relevant parts for synthesis during a UOBE. Some of the case studies used statistical methods to investigate comparability of grades between UOBEs and ICBEs and some of the studies found them comparable, so a large shift of results may be due to other factors rather than the exam type. Other studies describe their approach and include stakeholder reflections. The main recommendation to exclude lower cognitive skills can pose a problem for maths heavy exams as they mainly assess how well an examinee has mastered these skills before building on them. However, it seems advisable to climb higher up Bloom's taxonomy if possible. Also, it may be conceivable to break up exams into shorter sections that require individual uploading before access to the next part is granted to reduce the possibility of outside help. Furthermore, individualised maths type problems could be achievable by using different data sets for a question. Student advice should highlight the differences between UOBEs and ICBEs so that they can prepare appropriately.

This article presents a study investigating the use of games in undergraduate mathematics instruction, with a specific focus on students' perspectives regarding post-instructional quiz games. The study explores students' opinions on the implementation of a linear algebra quiz game as a supplementary learning tool. A survey was administered to 78 students to examine their perceptions of the game's usefulness in preparing for their linear algebra examinations. Students reported high levels of attention and interest while engaging with the game and described it as fun, dynamic, exciting, and beneficial for reviewing linear algebra concepts. The findings suggest that quiz games can be a valuable addition to undergraduate mathematics education, fostering student engagement and providing an enjoyable and effective means for reinforcing course material.

Use of high-stakes exams in a course has been associated with gender, racial, and socioeconomic inequities. We investigated whether offering students the opportunity to retake an exam makes high-stakes exams more equitable. Following the control value theory of achievement emotions, we hypothesized that exam retakes would increase students' perceived control over their performance and decrease the value of a single exam attempt, thereby maximizing exam performance. We collected data on exam scores and experiences with retakes from three large introductory biology courses and assessed the effect of optional exam retakes on gender, racial/ethnic, and socioeconomic disparities in exam scores. We found that Black/African American students and those who worked more than 20 h a week were less likely to retake exams. While exam retakes significantly improved student scores, they slightly increased racial/ethnic and socioeconomic disparities in scores partly because of these differences in participation rates. Most students reported that retake opportunities reduced their anxiety on the initial exam attempt. Together our results suggest that optional exam retakes could be a useful tool to improve student performance and reduce anxiety associated with high-stakes exams. However, barriers to participation must be examined and reduced for retakes to reduce disparities in scores.

Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students' self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students' optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.

Background: Mastery and performance goals are typically measured as trait-like abstract goals. However, in their daily academic pursuits, students pursue more concrete goals. The pursuit of these goals is replete with obstacles that can lead to an action crisis. Aims: We examined how mastery and performance goals affect progress, effort and well-being during academic goal pursuit. We also asked whether these goals moderated relations between an action crisis and goal pursuit. Sample: 154 Israeli students (average age = 23.59 years, SD = 2.17; 62% female) preparing for an exam. Methods: In this daily diary study, participants first reported the date of their most stressful exam, two related goals, and their trait-like achievement goals (mastery, performance). They then completed daily questionnaires assessing their progress, effort, well-being and action crisis on the 10 days leading up to the exam. Results: Multilevel modelling showed mastery goals positively predicted daily goal effort and progress and negatively predicted daily action crises, while performance goals positively predicted daily negative affect and action crises. An action crisis was negatively correlated with next-day goal progress and positive affect among students with high-performance goals. In students with low-performance goals, an action crisis positively predicted next-day positive affect. Finally, for students high on mastery goals, an action crisis was unrelated to negative affect on the same day. Conclusions: Different trait-like achievement goals can be mapped onto a common personal goal and affect its pursuit differently. Mastery goals predict optimal goal pursuit, and performance goals are associated with non-optimal goal pursuit.

The advent of artificial intelligence (AI)-powered language models presents new opportunities and challenges in education. By teaching students how to craft prompts that elicit insightful responses, faculty can scaffold activities where AI acts as a supplemental resource to amplify critical thinking and support student learning. Ongoing dialogue and iteration focused on ethical usage norms can achieve the right balance between emerging technology and foundational skills development. With care and intention, AI-assisted study tactics offer students personalized support while adhering to academic standards. While AI-powered tools provide many positive opportunities, students and faculty need to learn about and use them responsibly and ethically, not as replacements for required thinking and effort. Before implementing these AI tools for studying biology, there are several key things to discuss with students. This article outlines several ways that students can employ these tools to support better learning along with a set of guidelines for all to be wary of when implementing these in an academic setting.

In this study, we investigate how pre-service teachers' group dialogues emerged and intersected across time and space as students collaboratively constructed a video-based mind map to prepare for oral exams in a pedagogy course. The study was conducted as part of a design-based research project investigating the ways that video-based mind maps can support learning as both a collaborative activity and a classroom resource. We applied interaction analysis methods to recordings taken during the production of the mind map as well as the videos made by students within the mind map itself to analyze synchronous and asynchronous dialogues among group members as they viewed, recorded, and uploaded videos. The findings offer an in-depth understanding of how collaboration occurs in different space-time configurations within and across groups as mediated by video resources. We discuss how these findings contribute to computer-supported collaborative learning (CSCL) research on the ways collaboration can emerge across different levels of activity as well as the pedagogical implications for introducing video-based dialogues into the classroom.

This paper reports findings from a research study at The Open University, UK into the quality of distance learners' online exam experience and the differences in experience between online (pandemic) and in-person (pre-pandemic) modes of examination. Our research responds to the ongoing need for greater insight into the exam experience and is?uniquely positioned in two ways. First, we made use of a robust reference dataset collected before the COVID-19 pandemic and compared this with a second survey administered a year after the pandemic started; second, we asked students about their experience preparing and revising for the exam as well as the exam itself. Exam revision represents an important transitional period for learners. Our results show that, overall, the shift to online remote exams did not impact the quality of distance learners' experience of revising for exams or taking the exam itself. We found no significant change in the revision experience across six of eight measures, including the learning benefits of learning while revising, enjoyment, and support. However, students reported feeling less anxious when revising for online exams. The quality of the exam experience itself was largely unaffected by the move from in-person to online remote exams. No significant differences were found for seven of the nine measures of exam experience. However, we found satisfaction with the exam environment was significantly higher for online exams and that learners felt the online exam was harder than they expected. Age and gender differences are also explored.

The transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging.

A main goal of academic courses is to help students acquire knowledge and skills that they can transfer to multiple contexts. In this article, we (i) examine students' responses to test question templates (TQTs), a framework intended to facilitate transfer, and (ii) determine whether similar transfer-promoting strategies are commonly embedded in published biology lessons. In study 1, in surveys administered over several academic quarters, students consistently reported that TQTs helped them transfer course content to exams and the real world; that multiple (two to five) examples were generally needed to understand a given TQT, leading >40% students to create their own additional examples; and that TQTs would be helpful in other science courses. In study 2, among 100 peer-reviewed lessons published by CourseSource or the National Center for Case Study Teaching in Science (NCCSTS), less than 5% of lessons gave students advice about exams or helped students create additional practice problems. The latter finding is not meant as criticism of these excellent lessons, which are a boon to the biology education community. However, with TQT-like prescriptions generally absent from peer-reviewed lessons, biology instructors may wish to supplement the lessons with TQT-like strategies to explicitly connect the material to subsequent exams.

This study investigates washback effects of IELTS test on university teachers' adoption of teaching materials in the classroom in China and see how a high-stake language exam affects their teaching practices and how they and their students perceive the effectiveness of the pedagogic adjustments. To this end, individual interview to five teacher participants was carried out and a questionnaire was administered to over 100 students. The results show a positive washback effect as, influenced by IETLS test and students' needs to achieve high scores in IELTS test, teachers sought to focus more on IELTS-related content in the textbooks and adopt extra IELTS-related teaching materials to help improve students' test performance. Also, students recognized teachers' arrangements on class practices and believed such practices were useful in enhancing their IELTS scores. Moreover, teachers' choices and modifications of teaching materials were not determined by washback effects of IELTS tests only but rather a result of coaction between various factors including the state's educational policies, personal research areas, teaching rationale and abilities to modify teaching materials.

Needs analysis is a critical step to undertake when executing the design and development of a course. This quantitative research aimed to investigate the engineering students' reasons for taking the TOEIC Listening and Reading Test and their needs for English language preparation for taking the test. The participants were 83 voluntary and anonymous engineering students. The instrument was the researcher-constructed needs analysis questionnaire. The gathered quantitative data were statistically analyzed, and responses to an open-ended question were examined through thematic analysis. The results revealed that the participants would take the TOEIC Listening and Reading Test to fulfill one of the requirements to obtain an official teacher's license. As for the need for English language preparation, the participants wanted to be prepared with English listening, reading, vocabulary, and grammar essential for achieving the expected TOEIC scores at a high level. According to the short answers obtained from the open-ended question, it was found that the participants mentioned their significant concern of being unable to understand words' meaning. In addition, the participants expressed their interest in developing communication abilities simultaneously with test-taking preparation. Consequently, the information provided in this study can be the basics for designing and developing a training course that enhances the linguistic knowledge necessary for test-taking and communication.

Language MOOC research has evolved over the last three years to a more mature stage in which researchers have gained a deeper comprehension of the theories that enable effective language learning in this format. The application of these theoretical advances should be reflected in the instructional design of the courses. This study is based on this premise and monitors the quality of the design of communication and discussion forums considering the different levels of engagement in a LMOOC, the accessibility, ease of navigation, assessment of learning processes, and support to participants in in the development of self-determination strategies. This is done by analysing the content of the forums and applying two instruments created upon the research needs. The results show the relevance of the instructional design of the forums in LMOOCs, and subsequently a suitable analytical framework is put forward, which can be easily replicated due to its simplicity and concreteness. This is the main contribution of this paper, since the elaboration of common analytical frameworks in LMOOC research strengthens the field and reinforces the significance of instructional design in successful language learning in these online courses.

Due to the lack of success of German students in recent program for international student assessment (PISA) studies since 2001, the question arises whether German teacher training has an impact on this performance. This publication is based on a systematic review which deals with German-language publications of various PISA-relevant areas within the preparatory service in Germany. The results show that there is a clear need for action in the areas of scientific literacy, nature of science as well as media and information literacy. In addition, the structure of the preparatory service as well as the psychological stress of prospective (science) teachers in Germany are explained in more detail. Despite being limited to German publications and individual competencies of PISA surveys, the study identifies a need for action for the German preparatory service. The aim of this publication is to provide a basic description of the German preparatory service in relation to science teacher education to compare German teacher education with better performing teacher training according to PISA.

This paper describes an experience based on the use of an active method in which students of a basic physics course prepare multiple choice questions (MCQs) to prepare for exams in the subject. The objective of the research was to provide the students with a method that would enhance their desire to learn physics, and consequently lead to an improvement in their meaningful learning. The participants were 57 first-year students from various engineering degrees. The quasi-experimental design with pre- and post-tests and a control group is described. The results showed that students who use the method of generating MCQs to prepare exams sometimes improve their learning significantly in comparison with the control group. The method also provides a new way to detect students' misconceptions about the concepts covered in class, which thus allows the evolution of their knowledge to be evaluated. Finally, it should be noted that the students valued the method used positively.

This paper deals with the results of students during the preparing courses of mathematics for entrance exams at an university. These courses take place every year and since the Covid-19 period, they are not only face-to-face, but also online. The study involves students of secondary schools who apply to the university of economics. This report compares results of tests of two different classes of these students and from different parts of mathematics. These tests are in the form of online quizzes. We do not prove if there are differences between the scores of students of short-time or long-time courses. In addition, we compare the results with the students from the year before. We also emphasize the more problematic topics of mathematics.

The aim of this study was to investigate the effect of collaborative learning on learners' communicative strategies in English for specific purpose (ESP) tour guide training course. The 12-week study was conducted using a quasi-experimental design with a pre-test and post-test, following the instruction of twelve topics in the ESP language training course. A total of 60 ESP language learners participated in the study. The experimental group was instructed using collaborative learning in the ESP tour guide language training and the control group was taught using a lecture-based approach. Data from the communicative strategies questionnaire were collected to assess the effectiveness of collaborative learning on learning communicative strategies in the ESP context. The results of the study showed that the experimental group was significantly higher than the control group on both the oral problem coping strategy scale and the listening problem coping strategy scale of the communicative strategies scale in the ESP environment. Based on the findings of the study, collaborative learning is effective in enhancing the language learners' communicative strategies in tour guide training course. Moreover, the study suggests that there should be a critical reflection on the ESP training course currently offered for tour guide language learners.

This research was conducted to find the urgency of implementing the mandatory TOEFL test policy. This policy requires students who will take the final examination to have a TOEFL certificate with a minimum score of 450. This research used a qualitative research method with 114 students as the sample. Furthermore, triangulation was utilized by using close-ended and open-ended questionnaires, and also structured interviews. Data obtained through questionnaires and interviews were analyzed qualitative descriptively. From the results of data analysis, it can be concluded that the TOEFL test policy with a minimum score of 450 as one of the mandatory requirements for students who will register for final examination was welcomed by students and was expected to be implemented immediately. This cannot be separated from external factors, such as globalization and future job demands. However, students also hope that they will be facilitated academically in order to achieved the minimum score of 450. These facilities were expected to come in the form of training or TOEFL Preparation courses which can provide provision and training so that a score of 450 can be achieved relatively easily without the students having to repeat the test many times.

Language without Borders was initiated by the Brazilian Federal Government and has undergone a series of modifications until its discontinuation as a government-sponsored program, when it was taken up by the academic community as a free enterprise. Currently, it is linked to Andifes (National Association of Directors of Federal Institutions of Higher Education). One of the main actions of Language without Borders is to offer the academic community tuition-free language courses. This article presents an interpretive content analysis of one of Language without Borders´s popular features: the catalog with information about the courses offered by the program. We engage with decolonial critiques in the process of exploring Language without Borders legislative pieces, focusing particularly on the English courses in the catalog. Our analysis looks into the uphold of English after the program became an Andifes enterprise to reflect on how the language is approached, given its discursive construction as the language of science in internationalization. Throughout the analysis, we visualize complexities and contradictions in a process permeated both by the reinforcement and delinking from modernity/coloniality.

The present study investigates the efficacy of preparation time in four speaking tasks of TOEFL iBT. As the current pre-task planning time offered by ETS is very short, 15 to 30 seconds, we intended to explore how the test-takers' speaking quality would change if the preparation time was added to the response time, giving the respondents a relatively longer online planning opportunity. To this aim, two groups of TOEFL iBT candidates were studied under pre-task and online planning conditions. Totally, 384 elicited speaking samples were first transcribed and then measured in terms of complexity, accuracy, and fluency (CAF). The results yielded by a series of One-way MANOVA revealed the online planning group significantly outperformed the pre-task planning group in terms of accuracy and fluency across all four speaking tasks. Although with less robustness, the online planners had significantly higher speech complexity represented by lexical diversity and left-embeddedness. The results obtained through this study may challenge the efficacy of the currently provided preparation time in TOEFL iBT speaking subsection.

Understanding the IELTS washback on learning in English as a Foreign Language (EFL) in higher education contexts remains limited. To fill in this research gap, this study investigated washback effects of the International English Language Testing System (hereafter called IELTS) as an English language proficiency exit test for final-year English majors in Central Vietnam from the perspectives of student psychology and learning behaviors by combining Hughes' (1993) and Shih's (2007) washback models to identify the specific washback mechanisms formed by the test factors related to the IELTS. Using a sample of 282 final-year English majors responding to an online questionnaire at a Central Vietnamese University, the factor structures for IELTS washback on learning from test factors were determined by Exploratory Factor Analysis and confirmed by Confirmatory Factor Analysis. Data analyses involved descriptive statistics, Pearson correlation, and multiple linear regression analyses. The study revealed that the IELTS exerted both positive and negative washback on the student psychology and learning behaviors. The students perceived the IELTS as difficult to achieve the required score. They also perceived IELTS as high stakes with various utility values for different aspects of life. The washback mechanisms showed that the test factors exerted effects on the IELTS washback formation in different manners and to different degrees.

Over the decades, extensive research efforts have been directed towards classifying and evaluating motivational teaching behaviours. Recent calls in motivational research, however, have emphasised the need to investigate teachers' perspectives on how they develop effective motivational strategies so that implications for motivational teaching are firmly grounded in real-life practices. This paper reports on a qualitative case study which explored how two IELTS teachers in a private language school in China selected and enacted motivational strategies that they perceived as context-appropriate. Background interviews, classroom observations, and post-lesson stimulated recall interviews were used to gain insight into the participants' motivational practices and rationales. The findings indicate that, despite the close correspondence between the teachers' enacted practices and theory-based motivational strategies defined by researchers, the teachers exhibited agentic capacities in managing a range internal and external mediators which enabled them to develop strategies that served concurrent pedagogical purposes and responded to the perceived multidimensional particularities and exigencies of their teaching contexts. Thus, The study moves beyond restricted analyses of the motivational implications of teaching techniques; rather, it argues for the need to appreciate the full complexity of teaching practices and re-conceptualise motivational strategies as multipurpose and the study of them as pedagogically holistic.

Writing instruction in schools tends to be limited in time and focused on preparing students to perform well on tests. Teachers do not feel prepared to teach writing and too often lack the confidence to stray from the packaged curriculum. This is even more of a concern in low performing schools where less skilled and less prepared teachers are not supported in professional development in writing. This article, borne from work with an Association of Teacher Educators Inquiry Initiative collaboration, proposes a framework for teacher education in writing instruction based upon research in identity, integration, and innovation. This framework can be used to plan and present content in the university methods classroom.

In today's world, Principal Preparation Programs (PPPs) need to be innovative in helping principal candidates be more prepared to lead in changing times, but first, they must receive certification successfully. Completing the Praxis exam is the final requirement to gain certification as an instructional leader in Alabama and is often a stressful time for many. A mixed-methods study was conducted to investigate the problem of principal candidates struggling with the Praxis exam and find ways to support them by utilizing retrieval practice using the theoretical framework of Transfer Appropriate Processing (TAP). An invitation to participate was sent to all students in their last course in the instructional leadership program at one university. Then 30 participants were randomly placed into one of three cohorts: testing, testing with collaboration, or random. Online practice exams were purchased through a small seed grant. Quantitative data consisted of scores from online practice tests at three testing points. A significant difference was found between the practice testing and random groups. Qualitative data from an open-ended survey at the end of the experience revealed that participants increased their confidence and test-taking strategies and found the experience to be positive in preparing for the exam and their future leadership. The implications for PPPs are many, including the importance of providing students with opportunities for retrieval practice and collaboration. This helps not only with the testing situation but also in increasing their ability to transfer knowledge to novel situations similar to what they will face in the complex field of leadership and be better prepared to lead in changing times. Exploring innovative and virtual options for practice and collaboration is also needed for PPPs to meet the needs of online students today and help ensure they are ready to lead schools in times of change.

The purpose of this study was to examine the potential impact of integrating the Smart Sender platform to gamify and automate L2 e-classes on students' motivation, English language proficiency in reading and language use, engagement, and attitudes towards the platform. This experimental research employed a quasi-experimental design, specifically a non-equivalent control group design of a pre-test-post-test type. The study found that the use of chatbot-driven e-classes on the Smart Sender platform increased student motivation, improved their English language proficiency in reading and language usage, and enhanced their engagement within L2 e-classes. Students expressed their appreciation for the ease of use and usefulness of this chatbot-based tool for improving their English language skills. The findings showed that the scores for motivation, engagement, and English language proficiency increased for both the experimental and control groups from pre-test to post-test, with a large effect size observed for the experimental group and a medium effect size observed for the control group. The statistically significant difference in the mean scores between the experimental and control groups indicates the positive impact of incorporating gamified chatbot-driven sessions within L2 e-classes on the Smart Sender platform.

This study attempts to investigate students' learning outcomes in TOEFL preparation class through Mobile Assisted Language Learning (MALL) for Railway Mechanical Technology. The program was designed as a TOEFL preparation class that utilized Google Form, Quizizz, and Kahoot! As game-based learning (MALL platform). It was a case study on the 3rd year students of the Indonesian Railway Polytechnic (N=46). The observation was conducted during 20 meetings (40 hours). The data were collected through pre-test and post-test, then analyzed using descriptive statistics, paired t-test, Pearson r correlation, and Cohen d effect size. The passing grade score determined by the college (480) was also an additional consideration analysis. The results indicate significant impacts and a large effect on students' learning outcomes after joining the English Intensive Program through MALL in TOEFL preparation class. Nonetheless, the program implementing MALL had a moderate correlation and was less effective in enhancing students' learning outcomes. These findings shed light on the benefits and constraints of implementing MALL in the English Intensive Program. Moreover, some recommendations are given for teachers/instructors in TOEFL preparation class.

Extensive oral tasks or monologues of different types (e.g., presentations, storytelling) are often used as second language acquisition tasks in the fields of language learning and language testing. Pre-task planning time is a common provision to test-takers who may use different strategies to prepare their response. High-stakes tests, such as the LanguageCert IESOL suite of tests, include planning time prior to monologic tasks and offer test-takers the opportunity for note-making. While the language assessment literature supports planning time for reasons of face validity and fairness, research studies do not consistently support correlations between planning and performance. The current study examined the differences between the scores of test-takers who used note-making as a strategy and those who did not. The research questions investigated: (i) whether test-takers who make notes during planning time in the monologue task of an L2-English B2 speaking task are awarded higher scores on their spoken performances than test-takers who do not and (ii) test-takers' perceptions of their use of planning time. The findings suggest that making notes did not improve test-takers' performance against any of the rating criteria used in the assessment. It also revealed that most test-takers use their planning time to generate their main propositions.

This paper highlights the new enhancements of the Halomda platform designed to improve students' learning and exam preparation. The new features include a Graph Plotter, Algebraic Calculator and Context ChatGPT Recommended Key Guidelines. The use of these features is demonstrated though a working example of solving a double integral, illustrating how students' self-preparation for mathematics exams is supported by interactive context feedback. In addition, the system's ability to check intermediate steps of a solution, complemented by graphing, comparison of algebraic equivalence of algebraic operations, and guided AI bot assistance, contributes to an enriched learning experience and improved self-assessment for students. In case of insufficient understanding of the solution, the AI chat can be consulted for further clarification. Since the solution in the "Help" mode is developed by the teacher who prepared the test paper, in case of misunderstanding, the student can turn to external sources, and the fastest way is the AI chat.

Digital learning environments provide opportunities to support learning in higher education. However, it is yet unclear why and how learners use these opportunities. We propose that learners' achievement goals and their beliefs regarding the instrumentality of e-learning tools to achieve those goals are predictive for learning behavior within digital learning environments. Furthermore, we assume learning behavior characterized by longer overall learning time, more distributed learning, and less learning delay predicts higher exam performance. To test these hypotheses, we analyzed log-file data of 91 university students who had used an intelligent tutoring system as exam preparation in a pre-registered study. Beyond the overall predictive validity of the intelligent tutoring system, we found a negative association between learning delay and exam performance. Achievement goals predicted learning time and time distribution, an association that was partly moderated by perceived instrumentality. This suggests that goals and beliefs are important puzzle pieces for understanding e-learning (behavior).

This ethnographic case study, situated in Newfoundland and Labrador, Canada, examined the effects of full-scale provincial testing on families, its influences on homework, and familial accountability for teaching and learning. Data were drawn from family interviews, as well as letters and documents regarding homework. Teachers sensed a significant degree of pressure on student performance on province-wide tests. This sometimes resulted in narrowing of curricula in favour of more test-taking practice. Additionally, teachers sent home sample test items for students to practice with their families to increase test scores.

This paper explores students' preparatory processes for high-stakes exams using Danish oral exams as an example. To graduate, students must convince two teacher-examiners as the state's representatives that they deserve to pass. Average grades determine students' admission into tertiary education. Fieldwork data following students transitioning from teaching to exams show students 'cracking teachers' codes' instead of delivering the curriculum requirement of independent critical interpretations of text material. Abstract norms of subjects called 'super-addressees' (Bakhtin 1986 ["The Problem of Speech Genres." In "Speech Genres and Other Late Essays," edited by Carol Emerson and Michael Holquist, 60-102. Austin: University of Texas Press]) are not transparent to students despite an almost symbiotic interrelationship between teaching and exams. Students identify 'Fitting responses' (Bitzer 1968 ["The Rhetorical Situation." "Philosophy & Rhetoric" 1 (1): 1-14]) for exams by navigations named 1: Disciplinary seduction in a transparent exam system, 2: Physically observing the teacher's reactions in an opaque exam system, or 3: Jotting down an encyclopaedia of teacher's keywords. Researching students anticipating exams illuminates their notions of what it takes to succeed in education.

High-stakes reading tests significantly influence one's future success, leading many second language learners to engage in intensive test preparation. This study examines nine TOEFL reading preparation lectures from two popular cram schools, or [foreign characters omitted] "hagwons," in Korea, with a total duration of five hours and thirty-nine minutes. Test preparation activities were analyzed using Messick's (1982) types of test preparation and Cohen's (2022) types of test-taking strategies. The findings indicate that, unlike previous studies on writing test preparation, construct-relevant content such as reading component abilities and reading strategies were predominantly taught. However, vocabulary knowledge was often instructed in isolation from context, with a focus on breadth rather than depth. Test-taking strategies, including reading strategies, test-management strategies, and test-deviousness strategies, were taught both implicitly and explicitly. The potential effects and limitations of instructions within the narrow scope of TOEFL on learners' long-term development are discussed. [Note: The page range (1-22) shown on the PDF is incorrect. The correct page range is 1-21.]

This meta-analysis examined the validity of an alternative to traditional assessments called the Wonderlic which is a brief measure of general mental ability. Our results showed significant, positive correlations between Wonderlic scores and academic performance in general ([r-bar] = 0.26), between Wonderlic scores and undergraduate GPA in particular ([r-bar] = 0.27, [p-bar] = 0.33), and between Wonderlic scores and retention ([r-bar] = 0.09, [p-bar] = 0.12). We also identified several significant moderators of the relationship between Wonderlic scores and relevant outcomes (e.g., test publisher reported coefficients were larger than those reported by other sources). Subgroup differences in test scores were in the same range as other post-secondary admissions assessments (e.g., ACT and SAT scores). Overall, the Wonderlic has similar levels of subgroup differences and is less strongly related to GPA than traditional assessments but still retains useful levels of predictiveness and is a shorter, less expensive assessment that requires less preparation than the ACT or SAT.