Speaker
Description
Students with low English proficiency frequently leave reading-test items blank, even missing opportunities to earn points by guessing on multiple-choice questions. In this study targeting 45 EFL college students, a significant decrease in “No Answer” responses was observed over 15 weeks, suggesting a positive shift in attitudes towards English reading. Reduced reading anxiety and increased self-efficacy further support this interpretation. Viewing “No Answer” responses as meaningful data enables teachers to better support low-proficiency students.
Abstract section 3: Content/method
A repeated-measures design was employed with 45 university students in a compulsory English course. Students completed multiple-choice reading comprehension tests at three intervals, with “No Answer” responses tracked separately to assess avoidance behavior. Reading anxiety and self-efficacy were measured using Rasch-validated questionnaires, and student perceptions were gathered through interviews and written comments. A repeated-measures ANOVA was used to examine changes in reading test scores, “No Answer” responses, reading anxiety, and self-efficacy over time.
Abstract section 4: Outcomes/results
There was a statistically significant decrease in “No Answer” responses among 45 students, indicating reduced avoidance over a 15-week course. This finding is meaningful; although students could have earned points through random guessing, many had initially preferred to leave items blank rather than respond. The decline in “No Answer” responses aligned with a significant decrease in reading anxiety and an increase in self‑efficacy, as supported by the students’ comments expressing greater willingness to attempt reading. Although reading comprehension scores did not significantly improve within 15 weeks, the affective changes suggest that reduced avoidance is an early marker of emerging engagement.
Abstract section 1: Relevance
Teachers might have observed that students with low English proficiency disengage from reading tasks when they find them challenging; sometimes they even skip multiple-choice items. However, this avoidance is seldom examined empirically. Using data from 45 EFL college students, this study shows that a “No Answer” response is not merely missing data but a sign of affective resistance. A notable decrease in “No Answer” responses shows meaningful growth in students’ willingness to engage with English reading. By redefining “No Answer” as valuable behavioral evidence, this presentation offers insights to foster students’ confidence and encourage risk-taking in foundational reading courses.
Abstract section 2: Contribution/research questions
The purpose of this study is to investigate whether the frequency of “No Answer” responses among 45 low-proficiency students—despite the chance of earning points through random guessing—can serve as a meaningful affective indicator rather than mere statistical noise. More specifically, it explores whether a decrease in the students’ “No Answer” responses over a 15-week course corresponds with reduced reading anxiety, increased self-efficacy, and measurable gains in reading comprehension during this period.
| Title | “No Answer” Has Meaning: Affective Change in Reading |
|---|---|
| Teaching Context | College and university education |