Janna Fox

Biographic Data

ID5167517
NAMEJanna Fox
GIVEN NAMESJanna
FAMILY NAMEFox
SIGNATUREFOX J
AFFILIATIONSCarleton University
ORCID0000-0003-4528-4513
VERIFIEDYes
TOTAL WORKS13
TOTAL CITATIONS4
AUTHOR COUNT13
EDITOR COUNT0
FIRST PUBLICATION YEAR1999
LATEST PUBLICATION YEAR2014
H-INDEX1

  • Motivation and Test Anxiety in Test Performance Across Three Testing Contexts

    Open AccessLiying Cheng, David A Klinger et al.ARTICLETESOL Quarterly2014Cited by: 3References: 36

    This study examined test‐takers' motivation, test anxiety, and test performance across a range of social and educational contexts in three high‐stakes language tests: the Canadian Academic English Language ( CAEL ) Assessment in Canada, the College English Test ( CET ) in the People's Republic of China, and the General English Proficiency Test ( GEPT ) in Taiwan. The researchers issued a questionnaire exploring motivation, test anxiety, and perce…

  • Do They Make a Difference? The Impact of English Language Programs on Second Language Students in Canadian Universities

    Open AccessJanna Fox, Liying Cheng et al.ARTICLETESOL Quarterly2014Cited by: 1References: 24

    Few studies have investigated the impact of English language programs on second language (L2) students studying in Canadian universities (Cheng & Fox, 2008; Fox, 2005, 2009). This article reports on questionnaire responses of 641 L2 students studying in 36 English language programs in 26 Canadian universities. The researchers identified programs by their activity emphasis as either English as a second language ( ESL ) or English for academic purp…

  • Forthcoming in Language Teaching

    Open AccessClaudia Finkbeiner, Agnes Madeleine Olson et al.ARTICLELanguage Teaching2013

    An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button

  • Putting testing researchers to the test

    Christopher Deluca, L Cheng et al.ARTICLESystem2013References: 1

  • Language Assessment Methods

    Open AccessJanna FoxCHAPTEREncyclopedia of Applied Linguistics2012

    The first step in an assessment process is a clear definition of the assessment mandate: “the mandate is the constellation of forces that shape design decisions for a test”.

  • Test review

    Open AccessJanna Fox, Shelley FairbairnARTICLELanguage Testing2011

  • Test-Takers’ Background, Literacy Activities, and Views of the Ontario Secondary School Literacy Test

    Open AccessYing Zheng, David A Klinger et al.ARTICLEAlberta Journal of Educational…2011

    This study examined the relationships among students’ background information and their in-school and after-school literacy activities, as well as the relationships between students’ background and their views of the Ontario Secondary School Literacy Test (OSSLT). The results showed that students’ literacy activities could be grouped into three types: e-literacy, traditional literacy, and creative literacy. Furthermore, results showed that categor…

  • Test review

    Open AccessJanna Fox, Wendy FraserARTICLELanguage Testing2009

  • Juggling Through Hoops

    Open AccessJanna Fox, Natasha Artemeva et al.ARTICLEJournal of Academic Ethics2006References: 14

  • Revisiting the Storied Landscape of Language Policy Impact Over Time

    Janna FoxARTICLECurriculum Inquiry2005References: 2

    The many failures of large‐scale top‐down educational reforms are well documented in the reform literature. These failures are most evident when they are reviewed from the advantageous perspective of hindsight. What are less well documented are the extraordinarily interesting, centrally driven educational changes that have had important and lasting impacts over time, not only because they are rare, but also because they have often occurred outsid…

  • Test decisions over time

    Open AccessJanna FoxARTICLELanguage Testing2004

    This study took a grounded theory approach in investigating the relationship between the criteria indigenously drawn for an English for academic purposes (EAP) test and the outcomes of test decisions over time. Test outcomes were examined across three theoretical samples: (1) an EAP teacher-identified sample of misplaced students; (2) a database-generated sample that matched the key variables in the EAP teachers’ sample; and (3) a random sample o…

  • The test-takers' choice

    Open AccessMartha Jennings, Janna Fox et al.ARTICLELanguage Testing1999

    A fundamental issue in validating topic-based tests of language proficiency is the effect of the topic on the test takers’ performance. Topic-based test developers must ensure that test takers are neither advantaged nor disadvantaged in terms of their test results when presented with a given test topic. We have termed this threat a ‘topic effect’ and argue that this topic effect may constitute a source of construct-irrelevant variance (Messick, 1…

  • The test-takers’ choice

    M Jennings, Janna Fox et al.ARTICLELanguage Testing1999