C-Test vs. Multiple-Choice Cloze Test as Tests of Reading Comprehension in Iranian EFL Context: Learners PerspectiveReportar como inadecuado

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English Language Teaching, v5 n11 p143-150 2012

Cloze tests have been widely used for measuring reading comprehension since their introducing to the testing world by Taylor in 1953. But in 1982, Klein-Braley criticized cloze procedure mostly for their deletion and scoring problems. They introduced their newly developed testing procedure, C-test, which was an evolved form of cloze tests without their deficiencies (Klein-Braley, 1982 cited in Baghaei, 2008). After that, the effectiveness of C-test and cloze test became the main interest of the scientists in the field of language testing. The present study aims to compare the results of multiple-choice cloze test with those of C-test as measures of reading comprehension. To this end, one traditional C-test and one fixed ratio (n = 7) multiple-choice cloze test were prepared from reading passages with similar readability level. The subjects of the study were 27 female EFL advanced learners. The results of the study revealed that multiple-choice cloze is a better measure of reading comprehension. Through a retrospective study which was done at the end of the tests, the students' impressions and opinions about tests and their own performance were recorded and taken into consideration. The implications of the findings and suggestions for more studies are discussed within a foreign language testing context.

Descriptors: Multiple Choice Tests, Cloze Procedure, Comparative Analysis, Language Tests, Reading Comprehension, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Readability, Student Attitudes, Females, Institutes (Training Programs), Statistical Analysis, Scoring

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Autor: Ajideh, Parviz; Mozaffarzadeh, Sorayya

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2914&id=EJ1080104

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