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Advanced L2 learners and reading placement: Self-assessment, CBT, and subsequent performance
16 references·13 citing·41 second hop
Advanced L2 learners and reading placement: Self-assessment, CBT, and subsequent performance (2006)Advanced L2 learners and reading placemen…PROGRESS AND PROCRASTINATION IN SECOND LANGUAGE READING (2005)PROGRESS AND PROCRASTINATION …Assessing Reading (2000)Assessing ReadingSelf-assessment in second language testing: a meta-analysis and analysis of experiential factors (1998)Self-assessment in second lan…Self-assessment in second language testing: a meta-analysis and analysis of experiential factors (1998)Self-assessment in second lan…Language Testing in Practice (1998)Language Testing in PracticeSources of Situational Interest (1995)Sources of Situational Intere…The Overconfidence Phenomenon as a Consequence of Informal Experimenter-Guided Selection of Almanac Items (1994)The Overconfidence Phenomenon…Foreign Language Learning: A Research Perspective (1994)Foreign Language Learning: A …Fundamental Considerations in Language Testing (1991)Fundamental Considerations in…Student Self-Assessment in Higher Education: A Meta-Analysis (1989)Student Self-Assessment in Hi…Student Self-Assessment in Higher Education: A Meta-Analysis (1989)Student Self-Assessment in Hi…Reading through Context: How Real and Perceived Strategy Use Affects L2 Comprehension (1988)Reading through Context: How …Self-Assessment as a Second Language Placement Instrument (1985)Self-Assessment as a Second L…Some issues in studying the role of schemata, or background knowledge, in second language comprehension (1983)Some issues in studying the r…THE EFFECTS OF INDUCED SCHEMATA ON THE “SHORT CIRCUIT” IN L2 READING: NON‐DECODING FACTORS IN L2 READING PERFORMANCE1 (1982)THE EFFECTS OF INDUCED SCHEMA…Effects on Reading Comprehension of Building Background Knowledge (1982)Effects on Reading Comprehens…Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study (2023)Individual differences in sel…A closer look at a marginalized test method: Self-assessment as a measure of speaking proficiency (2022)A closer look at a marginaliz…A meta-analysis of self-assessment and language performance in language testing and assessment (2020)A meta-analysis of self-asses…Investigating the use of the ACTFL can-do statements in a self-assessment for student placement in an Intensive English Program (2018)Investigating the use of the …Exploring the Relationship Between Self-Assessments and OPIc Ratings of Oral Proficiency in French (2018)Exploring the Relationship Be…Assessing the Validity of ACTFL Can‐Do Statements for Spoken Proficiency: A Rasch Analysis (2017)Assessing the Validity of ACT…Living Language: Self‐Assessment, Oral Production, and Domestic Immersion (2016)Living Language: Self‐Assessm…Using self-assessment to compare learners' reading proficiency in a multilingual assessment framework (2013)Using self-assessment to comp…Developing and Validating an Academic Listening Questionnaire (2012)Developing and Validating an …Listening to students’ voices: A curriculum renewal project for an EFL graduate academic program (2010)Listening to students’ voices…Meeting the Demands: The Circularity of Remodeling Collegiate Foreign Language Programs (2008)Meeting the Demands: The Circ…Descriptive and criterion-referenced self-assessment with L2 readers (2008)Descriptive and criterion-ref…Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension (2006)Toward a multicomponent model…Experimental Design: Procedures for the Behavioral Sciences. (1969)Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read (1972)Frameworks for Comprehending Discourse (1977)THREE COMPONENTS OF BACKGROUND KNOWLEDGE IN READING COMPREHENSION1 (1983)Schema Theory and Knowledge‐Based Processes in Second Language Reading Comprehension: A Need for Alternative Perspectives (2002)Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers' development (2004)The Thread of Discourse (1975)The Effects of Cultural Schemata on Reading Processing Strategies (1990)A Linguistic Analysis of Simplified and Authentic Texts (2007)Cohesion in English (2014)Best-Evidence Synthesis: An Alternative to Meta-Analytic and Traditional Reviews (1986)Meta-Analysis (1986)Correlates, Causes, Effects, and Treatment of Test Anxiety (1988)The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge (1999)The Impact of Self- and Peer-Grading on Student Learning (2006)Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation (2015)Toward a theory of automatic information processing in reading (1974)Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency (1980)Bilingualism and Special Education: Issues in Assessment and Pedagogy (1985)Computing the vocabulary demands of L2 reading (2007)Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis (2008)The simple view of second language reading throughout the primary grades (2011)Meta-analysis in social research (1982)Meta-Analysis: Cumulating Research Findings across Studies (1984)Meta-Analysis: Quantitative Methods for Research Synthesis (1987)Self and Peer Assessment in School and University: Reliability, Validity and Utility (2006)Student responses to criteria‐referenced self‐assessment (2007)The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2015)Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation (1998)Common European Framework of Reference for Languages: learning, teaching, assessment (2009)Individual Differences in Second Language Learning (2014)Ambiguity and Self-Evaluation: The Role of Idiosyncratic Trait Definitions in Self-Serving Assessments of Ability (2002)Narcissism, confidence, and risk attitude (2004)Judgmental forecasting: A review of progress over the last 25years (2006)Do People Have Insight Into Their Abilities? A Metasynthesis (2014)How Big Is “Big”? Interpreting Effect Sizes in L2 Research (2014)The Reliability, Validity, and Utility of Self-Assessment (2020)Authentic materials and authenticity in foreign language learning (2007)Language Testing and Validation (2005)Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough?. (2005)The Percentage of Words Known in a Text and Reading Comprehension (2011)
this work references cited by second hop

References

  • 1991Fundamental Considerations in Language Testing4,362 cited
  • 1998Language Testing in Practice2,323 cited
  • 2000Assessing Reading919 cited
  • 1989Student Self-Assessment in Higher Education: A Meta-Analysis713 cited
  • 1989Student Self-Assessment in Higher Education: A Meta-Analysis461 cited
  • 1998Self-assessment in second language testing: a meta-analysis and analysis of experiential factors360 cited
  • 1982Effects on Reading Comprehension of Building Background Knowledge346 cited
  • 1994The Overconfidence Phenomenon as a Consequence of Informal Experimenter-Guided Selection of Almanac Items323 cited
  • 1982THE EFFECTS OF INDUCED SCHEMATA ON THE “SHORT CIRCUIT” IN L2 READING: NON‐DECODING FACTORS IN L2 READING PERFORMANCE1308 cited
  • 2005PROGRESS AND PROCRASTINATION IN SECOND LANGUAGE READING293 cited
  • 1988Reading through Context: How Real and Perceived Strategy Use Affects L2 Comprehension259 cited
  • 1995Sources of Situational Interest258 cited
  • 1983Some issues in studying the role of schemata, or background knowledge, in second language comprehension214 cited
  • 1994Foreign Language Learning: A Research Perspective195 cited
  • 1998Self-assessment in second language testing: a meta-analysis and analysis of experiential factors

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183 cited
  • 1985Self-Assessment as a Second Language Placement Instrument181 cited
  • Cited by

    • 2020A meta-analysis of self-assessment and language performance in language testing and assessment84 cited
    • 2006Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension61 cited
    • 2023Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study47 cited
    • 2008Descriptive and criterion-referenced self-assessment with L2 readers34 cited
    • 2017Assessing the Validity of ACTFL Can‐Do Statements for Spoken Proficiency: A Rasch Analysis31 cited
    • 2018Investigating the use of the ACTFL can-do statements in a self-assessment for student placement in an Intensive English Program31 cited
    • 2010Listening to students’ voices: A curriculum renewal project for an EFL graduate academic program25 cited
    • 2012Developing and Validating an Academic Listening Questionnaire24 cited
    • 2022A closer look at a marginalized test method: Self-assessment as a measure of speaking proficiency23 cited
    • 2016Living Language: Self‐Assessment, Oral Production, and Domestic Immersion22 cited
    • 2013Using self-assessment to compare learners' reading proficiency in a multilingual assessment framework21 cited
    • 2018Exploring the Relationship Between Self-Assessments and OPIc Ratings of Oral Proficiency in French20 cited
    • 2008Meeting the Demands: The Circularity of Remodeling Collegiate Foreign Language Programs15 cited