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Description
Ambiguous language (i.e. words or phrases with multiple meanings) can sometimes be difficult to interpret. This is especially true in time-pressured, high-stakes situations like academic assessment. This study investigated the role of ambiguous language on performance in an exam-style multiple choice assessment.
Psychology students were tested on their knowledge of text extracts via multiple-choice questions. Texts and questions were designed to resemble those used in a university exam. Questions were manipulated to be either ambiguous or non-ambiguous. Participants' language status and anxiety levels were measured.
Results will demonstrate whether ambiguity affects performance. This will also explore whether there are differences between students who speak English as a first language vs additional language, and between students with high and low anxiety. These conclusions can help us to understand how students are impacted by unclear language during academic assessment.
| Is the first author also the speaker? | Yes |
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