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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/54861
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dc.contributor.authorContreras-Soto, Amandaen
dc.contributor.authorVéliz-Campos, Mauricioen
dc.contributor.authorVeliz, Leonardoen
dc.date.accessioned2023-06-01T03:59:00Z-
dc.date.available2023-06-01T03:59:00Z-
dc.date.issued2019-01-
dc.identifier.citationInternational Journal of Instruction, 12(1), p. 181-198en
dc.identifier.issn1308-1470en
dc.identifier.issn1694-609Xen
dc.identifier.urihttps://hdl.handle.net/1959.11/54861-
dc.languageenen
dc.publisherInternational Journal of Instructionen
dc.relation.ispartofInternational Journal of Instructionen
dc.titlePortfolios as a Strategy to Lower English Language Test Anxiety: The Case of Chileen
dc.typeJournal Articleen
dc.identifier.doi10.29333/iji.2019.12112aen
dcterms.accessRightsGolden
local.contributor.firstnameAmandaen
local.contributor.firstnameMauricioen
local.contributor.firstnameLeonardoen
local.profile.schoolSchool of Educationen
local.profile.emaillveliz@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeTurkeyen
local.format.startpage181en
local.format.endpage198en
local.peerreviewedYesen
local.identifier.volume12en
local.identifier.issue1en
local.title.subtitleThe Case of Chileen
local.access.fulltextYesen
local.contributor.lastnameContreras-Sotoen
local.contributor.lastnameVéliz-Camposen
local.contributor.lastnameVelizen
dc.identifier.staffune-id:lvelizen
local.profile.orcid0000-0003-2489-7484en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/54861en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.abstract.english<p>Language tests are widely used in education as the primary mode of assessing students' learning. These, however, more often than not, generate high levels of anxiety in students, which, in turn, obscures the observed learning behaviours. The present study aimed to determine whether or not 6th graders' levels of test anxiety could be reduced through the use of a writing portfolios strategy. Drawing on a mixed-methods approach, our study used one-group non-randomised pre- and post-test surveys along with a focus group interview. The pre-test survey was administered on 26 students in order to determine the initial levels of test anxiety. This was followed by a four-week writing portfolios intervention. Upon completion of the intervention procedure, the post-test survey was administered to find out the potential impact of the use of writing portfolios on the reduction of test anxiety levels. Through the use of descriptive statistics and a paired t-test, the test data revealed that writing portfolios contribute to the lowering of students' test-related anxiety. Furthermore, the analysis of the focus group interview data showed that learners gained greater levels of confidence.</p>en
local.title.maintitlePortfolios as a Strategy to Lower English Language Test Anxietyen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.urlhttps://www.e-iji.net/volumes/353-january-2019,-volume-12,-number-1en
local.search.authorContreras-Soto, Amandaen
local.search.authorVéliz-Campos, Mauricioen
local.search.authorVeliz, Leonardoen
local.uneassociationNoen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.identifier.wosid000454944200013en
local.year.published2019en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/a7cebcb8-e442-4a9f-b4bc-3ccb1b3d4711en
local.subject.for2020390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
local.subject.for2020390108 LOTE, ESL and TESOL curriculum and pedagogyen
local.subject.seo2020160199 Learner and learning not elsewhere classifieden
local.profile.affiliationtypeExternal Affiliationen
local.profile.affiliationtypeExternal Affiliationen
local.profile.affiliationtypePre-UNEen
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