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Examining the effects of a diagnostic language test on learning.

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Title: Examining the effects of a diagnostic language test on learning.
Authors: Li, Jiuliang, Iwashita, Noriko
Source: Journal of Educational Research. 2025, Vol. 118 Issue 2, p156-168. 13p.
Subjects: Language ability testing, Language exams, Expectancy-value theory, English as a foreign language, Structural equation modeling
Abstract: This study applied expectancy-value theory (EVT) to examine the impact of diagnostic language assessment (DLA) on the learning activities of a group of Chinese learners of English as a foreign language (EFL). A model of test impact on learning was conceptualized by integrating EVT and DLA theories. Structural equation modeling (SEM) was performed to explore how the test's diagnostic power influenced remedial learning through subjective task value, which encompassed attainment and utility values. The results indicated that the test's diagnostic power positively influenced students' attainment value, utility value, and remedial learning. While utility value mediated the relationship between diagnostic power and remedial learning, attainment value did not. Additionally, a significant distal mediation was observed in the causal relationship among diagnostic power, attainment value, utility value, and remedial learning. The findings have implications for test development, classroom teaching, and research on test impact, particularly in the context of EVT and DLA. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Examining the effects of a diagnostic language test on learning.
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Jiuliang%22">Li, Jiuliang</searchLink><br /><searchLink fieldCode="AR" term="%22Iwashita%2C+Noriko%22">Iwashita, Noriko</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2025, Vol. 118 Issue 2, p156-168. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Language+exams%22">Language exams</searchLink><br /><searchLink fieldCode="DE" term="%22Expectancy-value+theory%22">Expectancy-value theory</searchLink><br /><searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink>
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  Label: Abstract
  Group: Ab
  Data: This study applied expectancy-value theory (EVT) to examine the impact of diagnostic language assessment (DLA) on the learning activities of a group of Chinese learners of English as a foreign language (EFL). A model of test impact on learning was conceptualized by integrating EVT and DLA theories. Structural equation modeling (SEM) was performed to explore how the test's diagnostic power influenced remedial learning through subjective task value, which encompassed attainment and utility values. The results indicated that the test's diagnostic power positively influenced students' attainment value, utility value, and remedial learning. While utility value mediated the relationship between diagnostic power and remedial learning, attainment value did not. Additionally, a significant distal mediation was observed in the causal relationship among diagnostic power, attainment value, utility value, and remedial learning. The findings have implications for test development, classroom teaching, and research on test impact, particularly in the context of EVT and DLA. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2025.2454682
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        Text: English
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        PageCount: 13
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      – SubjectFull: Language ability testing
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      – SubjectFull: Language exams
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      – SubjectFull: Expectancy-value theory
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      – SubjectFull: English as a foreign language
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      – SubjectFull: Structural equation modeling
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