Consequences of English Tests on Young Learners: Test-Takers' Experiences in Context of Complex and Dynamic Learning Environments
Saved in:
| Title: | Consequences of English Tests on Young Learners: Test-Takers' Experiences in Context of Complex and Dynamic Learning Environments |
|---|---|
| Language: | English |
| Authors: | Liying Cheng (ORCID |
| Source: | Language Teaching Research Quarterly. 2025 51:325-352. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, English (Second Language), Children, Testing, Language Tests, Expectation, Social Influences, Family Influence, Peer Influence, Student Experience, Testing Problems, Student Attitudes, Test Anxiety |
| Geographic Terms: | China |
| ISSN: | 2667-6753 |
| Abstract: | This study examines the test uses and consequences of English tests for young learners in China from a sociocultural validation perspective. Drawing on Hofstede et al.'s (2010) Layered Structure of Culture and in response to Chapelle's (2020) special call for investigating consequences of language test use throughout the world, we analyzed how English tests for young learners have shaped young learners' experiences through five aspects (1) emotions, (2) family and social interaction, (3) efforts and supports, (4) barriers and challenges, and (5) motivation and aspiration. Employing the draw-a-picture technique and follow-up interviews with 14 young test-takers aged five to ten, we probed into the complex interplay of their emotions, family support, peer pressure, and societal expectations involved in their testing experience in context. The findings reveal that test uses and consequences are deeply mediated by sociocultural factors such as the supporting system, social dynamics, and cultural value within the given sociocultural context. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495070 |
| Database: | ERIC |
| Abstract: | This study examines the test uses and consequences of English tests for young learners in China from a sociocultural validation perspective. Drawing on Hofstede et al.'s (2010) Layered Structure of Culture and in response to Chapelle's (2020) special call for investigating consequences of language test use throughout the world, we analyzed how English tests for young learners have shaped young learners' experiences through five aspects (1) emotions, (2) family and social interaction, (3) efforts and supports, (4) barriers and challenges, and (5) motivation and aspiration. Employing the draw-a-picture technique and follow-up interviews with 14 young test-takers aged five to ten, we probed into the complex interplay of their emotions, family support, peer pressure, and societal expectations involved in their testing experience in context. The findings reveal that test uses and consequences are deeply mediated by sociocultural factors such as the supporting system, social dynamics, and cultural value within the given sociocultural context. |
|---|---|
| ISSN: | 2667-6753 |
