Subject Areas : Assessment and evaluation in second language teaching
Zahra Zohoorian
1
,
Sahar Khazaee
2
,
Abouzar Houshmand
3
1 - Department of English, Mashhad Branch, Islamic Azad University, Mashhad, Iran
2 - Department of English, Mashhad Branch, Islamic Azad University, Mashhad, Iran
3 - Department of English, Mashhad Branch, Islamic Azad University, Mashhad, Iran
Keywords:
Abstract :
References:
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Alderson, J. C. (2000). Assessing reading. Cambridge University Press.
Alfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. The journal of educational research, 97(4), 171-185.
AlKialb, A. S. (2015). The Place of Reading Comprehension in Second Language Acquisition. Journal of Literature, Languages and Linguistics, 6, 14-21.
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Anggraeni, H., & Yuliana, Y. G. S. (2024). An Analysis of Students’ Reading Interest in Journal Articles. ETERNAL (English Teaching Journal), 15(2), 420-430.
Baghaei, P. (2013). Development and psychometric evaluation of a multidimensional scale of willingness to communicate in a foreign language. European journal of psychology of education, 28(3), 1087-1103.
Bagheri, M. S., & Faghih, M. (2012). The relationship between self-esteem, personality type and reading comprehension of Iranian EFL students. Theory and practice in language studies, 2(8), 16-41.
Bahri, S. B., Al-Hidabi, D. A. Y., Abdullah, N. M. S. A. N., & Kartika, B. (2024). The Social Skills of Homeschooler: A Case Study Exploring the Perception of Religiously Minded Muslim Parents in Jakarta. Progresiva: Jurnal Pemikiran dan Pendidikan Islam, 13(01), 1-18.
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Borsipour Golkhatmi, B., Pishghadam, R., & Naji Meidani, E. (2020). The Role of Sensory Emotions in Increasing Willingness to Read in EFL Learners. Publicaciones. Facultad de Educación y Humanidades del Campus de Melilla, 49.
Brown, H.D. (1973). Affective variables in second language acquisition. Language learning, 23(2), 231-244.
Buljan, T., & Mlačić, B. (2024). Relationship between personality traits, reading tendencies, and empathy. International Journal of Personality Psychology, 10, 41-48.
Busch, D. (1982). Introversion‐extraversion and the EFL proficiency of Japanese students. Language learning, 32(1), 109-132.
Byrne, B. M. (2010). Structural Equation Modelling with AMOS: Basic Concepts, Applications, and Programming. Lawrence Erlbaum.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of educational psychology, 96(1), 31.
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Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39(4), 468-479.
Cao, Y. K. (2014). A sociocognitive perspective on second language classroom willingness to communicate. TESOL Quarterly, 48(4), 789-814.
Cachero, C., Rico-Juan, J. R., & Macià, H. (2023). Influence of personality and modality on peer assessment evaluation perceptions using Machine Learning techniques. Expert Systems with Applications, 213, 119150.
Cardenas Canto, P., Dimitrova, V., Sherman, S., & Flint, S. W. (2024). Does personality matter: examining the value of personality insights for personalized nudges that encourage the selection of learning resources. Frontiers in Artificial Intelligence, 7, 1211142.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching. Cambridge university press.
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Dornyei, Z. (2005). The psychology of the language learner. Lawrence Erlbaum Associates.
Dornyei, Z. (2006). Individual differences in second language acquisition. AILA review, 19(1), 42-68.
Duffy, G. G. (1993). Rethinking strategy instruction: Four teachers' development and their low achievers' understandings. The Elementary School Journal, 93(3), 231-247.
Eddy, E. (2011). On the involvement of cognitive processes in the acquisition of English grammar by Slovak learners. Vydala:Univerzitnej knižnice PU.
Ehrman, M. E., & Dornyei, Z. (1998). Interpersonal dynamics in second language education: The visible and invisible classroom. Sage Publications.
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Fang, Z. (2023). Demystifying academic reading: A disciplinary literacy approach to reading across content areas. Taylor & Francis.
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Furnham, A., & Cheng, H. (2024). The Big‐Five personality factors, cognitive ability, health, and social‐demographic indicators as independent predictors of self‐efficacy: A longitudinal study. Scandinavian Journal of Psychology, 65(1), 53-60.
Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non–English major university students. Journal of language and Social Psychology, 31(2), 197-211.
Godfrey, E., & Koutsouris, G. (2024). Is personality overlooked in educational psychology? Educational experiences of secondary-school students with introverted personality styles. Educational Psychology in Practice, 40(2), 159-184.
Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicons. Review of personality and social psychology, 2(1), 141-165.
Goldberg, L. R. (1990). An alternative" description of personality": the big-five factor structure. Journal of personality and social psychology, 59(6), 1216.
Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological assessment, 4(1), 26.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
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Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language teaching research, 28(1), 201-230.
Husain, B., Wardiman, S. S., Purnawarman, P., & Abasa, Z. (2024). Blended learning intervention on the students’ reading comprehension achievement with different personality traits. JEES (Journal of English Educators Society), 9(1), 28-38.
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Alderson, J. C. (2000). Assessing reading. Cambridge University Press.
Alfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. The journal of educational research, 97(4), 171-185.
AlKialb, A. S. (2015). The Place of Reading Comprehension in Second Language Acquisition. Journal of Literature, Languages and Linguistics, 6, 14-21.
Allen, L. K., & McNamara, D. S. (2020). Defining deep reading comprehension for diverse readers. In Handbook of Reading Research, Volume V (pp. 261-276). Routledge.
Allport, G. W., & Odbert, H. S. (1936). Trait-names. Psychological Review Company.
Anggraeni, H., & Yuliana, Y. G. S. (2024). An Analysis of Students’ Reading Interest in Journal Articles. ETERNAL (English Teaching Journal), 15(2), 420-430.
Baghaei, P. (2013). Development and psychometric evaluation of a multidimensional scale of willingness to communicate in a foreign language. European journal of psychology of education, 28(3), 1087-1103.
Bagheri, M. S., & Faghih, M. (2012). The relationship between self-esteem, personality type and reading comprehension of Iranian EFL students. Theory and practice in language studies, 2(8), 16-41.
Bahri, S. B., Al-Hidabi, D. A. Y., Abdullah, N. M. S. A. N., & Kartika, B. (2024). The Social Skills of Homeschooler: A Case Study Exploring the Perception of Religiously Minded Muslim Parents in Jakarta. Progresiva: Jurnal Pemikiran dan Pendidikan Islam, 13(01), 1-18.
Bernhardt, E. B. (1991). A psycholinguistic perspective on second language literacy. Aila Review, 8(1991), 31-44.
Borsipour Golkhatmi, B., Pishghadam, R., & Naji Meidani, E. (2020). The Role of Sensory Emotions in Increasing Willingness to Read in EFL Learners. Publicaciones. Facultad de Educación y Humanidades del Campus de Melilla, 49.
Brown, H.D. (1973). Affective variables in second language acquisition. Language learning, 23(2), 231-244.
Buljan, T., & Mlačić, B. (2024). Relationship between personality traits, reading tendencies, and empathy. International Journal of Personality Psychology, 10, 41-48.
Busch, D. (1982). Introversion‐extraversion and the EFL proficiency of Japanese students. Language learning, 32(1), 109-132.
Byrne, B. M. (2010). Structural Equation Modelling with AMOS: Basic Concepts, Applications, and Programming. Lawrence Erlbaum.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of educational psychology, 96(1), 31.
Cambria, E., Speer, R., Havasi, C., & Hussain, A. (2010). SenticNet: A Publicly Available Semantic Resource for Opinion Mining. Commonsense Knowledge. In: Proceedings of the 2010 AAAI Fall Symposium Series on Common Sense Knowledge, pp. 14–18.
Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39(4), 468-479.
Cao, Y. K. (2014). A sociocognitive perspective on second language classroom willingness to communicate. TESOL Quarterly, 48(4), 789-814.
Cachero, C., Rico-Juan, J. R., & Macià, H. (2023). Influence of personality and modality on peer assessment evaluation perceptions using Machine Learning techniques. Expert Systems with Applications, 213, 119150.
Cardenas Canto, P., Dimitrova, V., Sherman, S., & Flint, S. W. (2024). Does personality matter: examining the value of personality insights for personalized nudges that encourage the selection of learning resources. Frontiers in Artificial Intelligence, 7, 1211142.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching. Cambridge university press.
Chandra, P. R. (2021). Reading Skill: A Key to the Development of Language Acquisition. The Creative launcher,6 (4), 176-186.
Chia, K. H., & Tan, D. M. K. (2024). Neural correlates of the big five personality traits: Understanding the brain basis of openness, conscientiousness, extroversion, agreeableness, and neuroticism. The Asian Educational Therapist, 2(2), 43-59.
Chou, M. H. (2021). The mediating role of achievement emotions in the relationship between instructional clarity, English proficiency, and reading strategies. Educational Psychology, 41(5), 582-601.
Coenen, J., Borghans, L., & Diris, R. (2021). Personality traits, preferences and educational choices: a focus on STEM. Journal of Economic Psychology, 84, 102361.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall.
Devi, A. P., & Suroto, S. (2024, July). Explicit reading strategy instruction in an online reading classroom. In ELT Forum: Journal of English Language Teaching, 13 (2), 125-136.
Dong, T. H., Chen, S., & Tseng, W. T. (2024). The relationship between neuroticism and L2 anxiety: A meta-analysis. System, 123, 103293.
Dornyei, Z. (2005). The psychology of the language learner. Lawrence Erlbaum Associates.
Dornyei, Z. (2006). Individual differences in second language acquisition. AILA review, 19(1), 42-68.
Duffy, G. G. (1993). Rethinking strategy instruction: Four teachers' development and their low achievers' understandings. The Elementary School Journal, 93(3), 231-247.
Eddy, E. (2011). On the involvement of cognitive processes in the acquisition of English grammar by Slovak learners. Vydala:Univerzitnej knižnice PU.
Ehrman, M. E., & Dornyei, Z. (1998). Interpersonal dynamics in second language education: The visible and invisible classroom. Sage Publications.
Efendi, M. A. (2021). The Effectiveness of Using Jigsaw in Teaching Reading Comprehension across Different Personality. English Teaching Journal and Research: Journal of English Education, Literature, and Linguistics, 1(1), 41-50.
Fang, Z. (2023). Demystifying academic reading: A disciplinary literacy approach to reading across content areas. Taylor & Francis.
Fletcher-Campbell, F., Reid, G., & Soler, J. (Eds.). (2009). Understanding difficulties in literacy development: issues and concepts. London: Sage.
Furnham, A. (1999). The saving and spending habits of young people. Journal of Economic Psychology, 20(6), 677-697.
Furnham, A., & Cheng, H. (2024). The Big‐Five personality factors, cognitive ability, health, and social‐demographic indicators as independent predictors of self‐efficacy: A longitudinal study. Scandinavian Journal of Psychology, 65(1), 53-60.
Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non–English major university students. Journal of language and Social Psychology, 31(2), 197-211.
Godfrey, E., & Koutsouris, G. (2024). Is personality overlooked in educational psychology? Educational experiences of secondary-school students with introverted personality styles. Educational Psychology in Practice, 40(2), 159-184.
Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicons. Review of personality and social psychology, 2(1), 141-165.
Goldberg, L. R. (1990). An alternative" description of personality": the big-five factor structure. Journal of personality and social psychology, 59(6), 1216.
Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological assessment, 4(1), 26.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Grabe, W., & Stoller, F. (2002). The nature of reading abilities. In W. Grabe & F. Stoller (Eds.), Teaching and researching reading (pp. 9-39). Pearson
Gray, W. R. (1999). Tuning in to The Conversation: Twenty‐five Years Later. The Journal of Popular Culture, 33(2), 123-130.
Habók, A., & Magyar, A. (2020). The role of students’ approaches in foreign language learning. Cogent Education, 7(1), 1770921.
Hakel, M. D. (1974). Normative personality factors recovered from ratings of personality descriptors: The beholder's eye. Personnel psychology, 27(3), 409-421.
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language teaching research, 28(1), 201-230.
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