Examining the relationship between IELTS preparation and English language proficiency skills of international students
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28120%2F25%3A63594598" target="_blank" >RIV/70883521:28120/25:63594598 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.ojed.org/jis/article/view/7836" target="_blank" >https://www.ojed.org/jis/article/view/7836</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.32674/rv7pqq16" target="_blank" >10.32674/rv7pqq16</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Examining the relationship between IELTS preparation and English language proficiency skills of international students
Popis výsledku v původním jazyce
IELTS is a widely accepted English language proficiency test, required for academic and professional purposes. In this study, we examined the relationship between IELTS and the English proficiency skills of international students. We developed a proximal mediation model based on Bandura's triadic reciprocal determinism theory and tested it using covariance-based structural equation modeling. Data were collected through a survey of 275 international students preparing for IELTS to meet their academic requirements. The students reported that IELTS assessments significantly improved their English skills. They reported positive views of IELTS as an exam to enhance their language proficiency. Learning motivation for self-regulated learning and perceived self-efficacy for academic achievement served as two mediating factors that positively influenced the relationship between students' perceptions of IELTS and their English skills. Finally, the study analyzed the moderating effects of students' time management skills and found significant positive moderating effects.
Název v anglickém jazyce
Examining the relationship between IELTS preparation and English language proficiency skills of international students
Popis výsledku anglicky
IELTS is a widely accepted English language proficiency test, required for academic and professional purposes. In this study, we examined the relationship between IELTS and the English proficiency skills of international students. We developed a proximal mediation model based on Bandura's triadic reciprocal determinism theory and tested it using covariance-based structural equation modeling. Data were collected through a survey of 275 international students preparing for IELTS to meet their academic requirements. The students reported that IELTS assessments significantly improved their English skills. They reported positive views of IELTS as an exam to enhance their language proficiency. Learning motivation for self-regulated learning and perceived self-efficacy for academic achievement served as two mediating factors that positively influenced the relationship between students' perceptions of IELTS and their English skills. Finally, the study analyzed the moderating effects of students' time management skills and found significant positive moderating effects.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
V - Vyzkumna aktivita podporovana z jinych verejnych zdroju
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Journal of International Students
ISSN
2162-3104
e-ISSN
2166-3750
Svazek periodika
15
Číslo periodika v rámci svazku
8
Stát vydavatele periodika
US - Spojené státy americké
Počet stran výsledku
26
Strana od-do
95-120
Kód UT WoS článku
001532675000005
EID výsledku v databázi Scopus
2-s2.0-105011148864