Type: article
Study design: Observational Study
Abstract: ：The goal of this study is primarily to find out ways to help students learn to recognize that various cognitive biases could impact their thinking and make adjustments as needed.Specifically, the study aims to identify significant biases and search debiasing methods that could promote the acceptance of returnee learners of English who have studied overseas.Using the psychological approach, the author investigated eleven cognitive bias traits assumingly characteristic of returnee learners of TOEFL iBT ® and correlations between cognitive bias factors and their academic success.Multiple regression analysis was used to examine detrimental effects of cognitive bias on academic performance.Two main findings were obtained for correlations between 11 cognitive biases and participantsʼ test scores.Choice-supportive bias and outcome bias had positive correlations with learnersʼ test scores in terms of learner psychology while reactance bias was found to have a significantly negative impact on learning effects.It was found out that cognitive biases could work both positively and negatively and that certain cognitive biases and academic success are compatible.These findings have some pedagogical implications.Teachers can make use of the findings of the study in helping learners enhance learnersʼ motivation, confidence and self-esteem by positively exploiting certain cognitive biases in their instructions and mitigate detrimental bias traits which could adversely influence learnersʼ academic performances with careful debiasing guidance. Keywords：cognitive bias, debias, TOEFL iBT ® , returneeThe effects of cognitive bias on academic success: The case for returnee learners of TOEFL iBT ®
Author: Takayoshi Sugaya
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7207980769