Can self-efficacy and metacognitive strategies mitigate the effect of textual unfamiliarity on reading test performance? Reframing test validation through the lens of test-taker agency
Bibliographic Data
| ID | 11987649 |
|---|---|
| Authors | Yuyang Cai (0000-0002-0320-4602, Shanghai International Studies University, corresponding author) |
| Year | 2026 |
| Volume | 139 |
| Pages | 104032-104032 |
| Publication date | 2026-03-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2026.104032 |
| OpenAlex | W7138966813 |
| Language | EN |
| References cited | 26 |
Cognitive reframing · Competence (human resources · Metacognition · Reading (process · Reading comprehension · Test (biology · EFL/ESL Teaching and Learning · Reading and Literacy Development · Second Language Acquisition and Learning
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Validating the Interpretations and Uses of Test Scores
Promoting L2 learners’ critical thinking skills
Leveraging What Students Know to Make Sense of Texts
Mapping the fluctuating effect of strategy use ability on English reading performance for nursing students
Testing times
How does background knowledge affect second language reading? An eye movement study
Metacognitive strategies and self-efficacy co-shape L2 achievement
The logic of testing Languages for Specific Purposes
Validation
The Effects of Lexical Coverage and Topic Familiarity on the Comprehension of L2 Expository Texts
Schema Theory and Knowledge-Based Processes in Second Language Reading Comprehension
| Citation velocity | historical |
|---|---|
| Highly cited | No |