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This book builds on the expectancy-value of test taking motivation framework, going beyond merely ascertaining whether test taking motivation-related variables have direct effects on listening test performance as measured by listening test score in College English Band 4 (CET-4) listening testing context in China. Rather, what is of great interest is to determine how such effects, both directly and indirectly, come to be, and to describe the mechanism through which test taking motivation-related variables (expectancy, importance, interest, listening test anxiety) transmit their effects via listening metacognitive awareness in a mediation model. More importantly, the present study tries to answer what other factors, if any, and how they influence test takers’ L2 listening test performance. A concurrent embedded mixed method approach was used in this study to answer research questions. Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) were utilized to validate the constructs of listening test-taking motivation-related factors (four-factor model) as well as listening metacognitive awareness (four-factor model), and to test the total, indirect and direct effects of the structural pathways respectively. The interviewed data were coded and analyzed step by step to confirm and supplement the quantitative findings.

Quantitative results showed that expectancy and interest significantly predicted listening test score; listening metacognitive awareness mediated the relationship between expectancy, importance, interest, and listening test score. Qualitative results identified the effect of characteristics of testing conditions (test preparation, testing environment, time limits, and test format), text characteristics (pronunciation, content of the listening input, speech rate, and genre of the listening input), test-taker’s listening knowledge and experience (past test-taking and learning experience, vocabulary knowledge, memory,…

Schlagworte

Hörverstehen, Prüfungsleistung, Motivation, Metakognition, Fremdsprachenunterricht, Mixed Method, Angewandte Linguistik, English as a foreign language EFL, L2 listening comprehension, Test-taking motivation, Listening metacognition, Listening test performance, Listening influencing factors, Mixed method approach, Applied linguistics, Education