NDLI: Raising the bar: language testing experience and second language motivation among South Korean young adolescents

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Raising the bar: language testing experience and second language motivation among South Korean young adolescents

Content Provider	Springer Nature : SpringerOpen
Author	Haggerty, John F Fox, Janna
Abstract	Drawing on second language (L2) motivation constructs modelled on Dörnyei’s (2009) L2 Motivational Self System, this study explores the relationship between language testing experience and the motivation to learn English among young adolescents (aged 12–15) in South Korea. A 40-item questionnaire was administered to middle-school students (N = 341) enrolled in a private language school (hakwan). Exploratory factor analysis (EFA) identified five salient L2 motivation factors. These factors were compared to four learner-background characteristics: gender, grade level, L2 test-preparation time, and experience taking a high-stakes university-level language test. The results suggest that second language motivation, based on the L2 motivation factors identified as most salient in this educational context, was significantly associated with the amount of time spent preparing for language tests and experience taking a high-stakes language test intended primarily for university-entrance purposes. 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.
Related Links	https://languagetestingasia.springeropen.com/counter/pdf/10.1186/s40468-015-0018-0
Ending Page	16
Page Count	16
Starting Page	1
ISSN	22290443
DOI	10.1186/s40468-015-0018-0
Journal	Language Testing in Asia
Issue Number	1
Volume Number	5
Language	English
Publisher	SpringerOpen
Publisher Date	2015-07-26
Access Restriction	Open
Subject Keyword	L2 motivation Language testing High-stakes testing Ethical assessment L2 Motivational Self System Exploratory factor analysis
Content Type	Text
Resource Type	Article
Subject	Linguistics and Language
Aim	Language Testing in Asia (LTA) was founded in 2011 as a high quality peer-reviewed online academic journal. The purpose of LTA is to acknowledge and showcase scholarly findings in Asia and the Asia-Pacific region in the field of language assessment. A broad definition of Asia is used, which includes any countries east of the Suez Canal and south of the Caspian and Black seas, to Japan in the east and Indonesia in the south. More recently, it has been decided to further expand the area of study to Oceania.Language assessment is of particular importance in the Asia-Pacific region, which has a large number of second or foreign language learners with very diverse linguistic and cultural backgrounds, assessments of large scales and high stakes, and an urgent need for research to improve the quality of assessment services.The journal compares validity, consistency and efficacy of testing approaches and methods, and by analysing a wide variety of contextual elements such as cultural aspects, attitudes, students’ perceptions and motivation, it aims at exploring the applicability of language assessment methods in local contexts, examining new proposals and ideas, and actively contributing to the discussion about transparent and effective frameworks for language education in Asia.Offering evidence and reports in a scholarly and rigorous format, Language Testing in Asia will appeal not only to linguists, academics and researchers in the field of language assessment, but also to policy-makers, policy planners and administrators, school-leaders and trainers.We welcome essay submissions from anywhere in Asia that fit within these aims: as language assessment becomes more extensive and important worldwide, it is desirable that many voices from many cultures be heard.Areas of particular interest include research articles on any aspects of international proficiency tests such as IELTS, TOEFL and TOEIC, PTE-Academic and high stakes national tests of English or other languages as a second or foreign language. Classroom, school and university evaluation methods are also most welcome as are reviews or research on software and internet applications for assessing language skills.The journal encourages the submission of high-quality contributions aimed at: - sharing comprehensive accounts on language assessment in the Asian context- improving the quality, consistency and applicability of language assessment methods in different local contexts in Asia- reviewing practices in the curricular requirements of language skills at different educational stages- keeping up with current changes in the education systems.- informing users and policy makers of language assessment practices and measures of quality control- raising the awareness of the ethics involved in the profession of language assessment.Topics addressed through contributions within the journal might include, but will not be restricted to:- validity arguments for language assessments- discussion of assessment practices- analysis of assessing language skills in different contexts- second language assessment and learning motivation- test-taker perceptions of assessment practices- second language assessment and teaching and learning styles- effects of national education policies on language test performance- application of information and communication technology for language assessment- challenges facing high-stakes language assessments- assessment literacy for language teachers.The journal has an international multidisciplinary editorial board with leading international academics in the fields of linguistics and applied linguistics, such as language assessment, language education, educational measurement, psycholinguistics, and language policy.
Journal Impact Factor	2.5/2024
5-Year Journal Impact Factor	2.5/2024

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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