AUTHOR=Weng Fanrong , Liu Xingnan 

TITLE=Exploring second language students’ language assessment literacy: impact on test anxiety and motivation

JOURNAL=Frontiers in Psychology

VOLUME=Volume 15 - 2024

YEAR=2024

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1289126

DOI=10.3389/fpsyg.2024.1289126

ISSN=1664-1078

ABSTRACT=The purpose of this research is to examine how students' language assessment literacy (LAL) impacts their language learning and assessment. Specifically, the study focuses on the how various LAL levels influence two factors: test anxiety and the motivation to learn a second language. To achieve this, a questionnaire was administered to 415 university students. The questionnaire employed a five-point Likert scale to measure students' levels of LAL, test anxiety, and second language motivation levels. The findings indicated that the participating students mastered around 60% content of the LAL questionnaire. The analysis also revealed the relationships between specific dimensions of LAL and both test anxiety and second language motivation. Notably, students' theoretical knowledge about language and language learning, along with their understanding of impact and social value and uses of assessments to enhance learning, positively predicted extrinsic motivation. Additionally, students' understanding of uses of assessments to learn and theoretical knowledge about learning and language learning were found to predict intrinsic motivation. Furthermore, students' LAL dimensions did not significantly predict test anxiety. These findings underscore the importance of improving students' LAL due to the significant relationships observed between LAL dimensions and second language motivation. Pedagogical implications were proposed.