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Download full textDi Loreto, Sabrina; McDonough, Kim – TESL Canada Journal, 2013
This correlational study, conducted in intermediate English as a second language (ESL) high school classes in Quebec, investigated the relationship between instructor feedback and student anxiety. The participants were 53 ESL students in their last year of secondary school who were required to take an integrative-writing exam as part of their…
Descriptors: Feedback (Response), Correlation, English (Second Language), Second Language Learning
Direct linkWardyga, Brian J. – ProQuest LLC, 2012
The purpose of this study was to reveal whether there is a relationship between students' volume of text messaging and formal writing performance on the Scholastic Aptitude Test writing section. The study also examined gender as a contributing variable in this measure. As a supplementary correlation, student text message volume was also compared…
Descriptors: Synchronous Communication, Telecommunications, Writing (Composition), High School Students
Dang, Trang Thi Doan; Nguyen, Huong Thu – English Language Teaching, 2013
Two approaches to grammar instruction are often discussed in the ESL literature: direct explicit grammar instruction (DEGI) (deduction) and indirect explicit grammar instruction (IEGI) (induction). This study aims to explore the effects of indirect explicit grammar instruction on EFL learners' mastery of English tenses. Ninety-four…
Descriptors: Teaching Methods, Grammar, Second Language Learning, Second Language Instruction
Shaw, Emily J.; Mattern, Krista D. – College Board, 2010
[Slides] presented at AERA in Denver, CO in April 2010. This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of…
Descriptors: Accuracy, Grade Point Average, High School Students, Correlation
Liu, Jinghua; Allspach, Jill R.; Feigenbaum, Miriam; Oh, Hyeon-Joo; Burton, Nancy – College Entrance Examination Board, 2004
This study evaluated whether the addition of a writing section to the SAT Reasoning Test™ (referred to as the SAT® in this study) would impact test-taker performance because of fatigue caused by increased test length. The study also investigated test-takers' subjective feelings of fatigue. Ninety-seven test-takers were randomly assigned to three…
Descriptors: College Entrance Examinations, Writing Skills, Fatigue (Biology), Influences
