Raising the bar: language testing experience and second language motivation among South Korean young adolescents
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Drawing on second language (L2) motivation constructs modelled on Dörnyei’s (2009) L2 Motivational Self System, this study explores the relationship between language testing experience and the motivation to learn English among young adolescents (aged 12–15) in South Korea. A 40-item questionnaire was administered to middle-school students ( N = 341) enrolled in a private language school ( hakwan ). Exploratory factor analysis (EFA) identified five salient L2 motivation factors. These factors were compared to four learner-background characteristics: gender, grade level, L2 test-preparation time, and experience taking a high-stakes university-level language test. The results suggest that second language motivation, based on the L2 motivation factors identified as most salient in this educational context, was significantly associated with the amount of time spent preparing for language tests and experience taking a high-stakes language test intended primarily for university-entrance purposes. Young South Korean adolescent learners’ testing experiences and their motivation to learn English are discussed in relation to the social consequences of test use and ethical assessment practices.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it