Investigating the factor structure of the Test of English for Academic Purposes (TEAP) and its relation to test takers’ perceived test task value

Abstract Background This study investigated the scoring and criterion-related validity of TEAP, a newly developed Test English for Academic Purposes. In this study, was examined by investigating factor structure, while first longitudinal change test takers’ perceived task value toward measured construct then relationship to structure TEAP. Methods Confirmatory item-level analysis conducted using data obtained from 2217 first-year university students comparing four models (unitary, correlated, receptive-productive, higher order). Additional confirmatory analyses were investigate Results The results show that higher-order model best-fitting model. confirmed previous small-scale suggesting generalizability test’s structure. Furthermore, it found values at start positively affected about 6 months later. addition, both later correlated with test. Conclusions provide further support positive between TEAP factors evidence usefulness perception