The Relationship between Multiple Intelligences and Performance of EFL Students in Different Forms of Reading Comprehension Tests

2016 ◽  
Vol 6 (10) ◽  
pp. 1929 ◽  
Author(s):  
Saeed Zahedi ◽  
Elham Mottaghi Moghaddam
Keyword(s):  
Reading Comprehension ◽  
Multiple Intelligences ◽  
Multiple Choice ◽  
Choice Test ◽  
Regression Equations ◽  
Efl Students ◽  
The Relationship ◽  
Comprehension Tests ◽  
Cloze Test ◽  
Reading Comprehension Tests

The major aim of this study was to investigate the relationship between Multiple Intelligences (MI) scores and the performance of Iranian EFL students on different forms of reading comprehension tests. To this aim, 90 learners of English from Parax Institute of Science and Technology (Mashhad Branch) were selected. They were asked to complete MIDAS multiple intelligences questionnaire and a reading test, which included two tests formats (multiple-choice and cloze test). The result of the correlational study indicated that the total MI score correlated positively with performance on multiple-choice and cloze test. Out of its 8 sub-intelligences linguistic, intrapersonal, spatial, and mathematical intelligence correlated positively with multiple-choice test of reading. Performance on cloze test correlated positively with linguistic, spatial, and mathematical intelligence.  The results of regression equations also showed that MI scores predict both the performance on multiple-choice and cloze test. Out of its sub-intelligences, linguistic intelligence and musical intelligence predict performance on multiple-choice questions and linguistic intelligence predicts performance on cloze test.

Some Inter-Relationships of Readability, Cloze and Multiple Choice Scores on a Reading Comprehension Test

1978 ◽  
Vol 10 (4) ◽  
pp. 417-436 ◽  
Author(s):  
Eileen B. Entin ◽  
George R. Klare
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Standard Form ◽  
Multiple Choice ◽  
Choice Test ◽  
Regression Equations ◽  
Multiple Choice Questions ◽  
Comprehension Test ◽  
The Mean ◽  
Cloze Test

Seven passages of a published reading comprehension test were administered to college students to compare the regular multiple chioce test scores with scores on two forms of a cloze test, standard blank and dash (dashed-line) blank, and with readability formula values. The mean on the dash form was significantly higher than on the standard form and subjects' scores on both were significantly related to their scores on the multiple choice test. Regression equations were derived to predict multiple choice scores from cloze scores. At the passage level, mean scores on (both) cloze forms correlated with readability values, but multiple choice means were correlated with neither. In a supplementary study college students answered the multiple choice questions without reading the passages, in order to determine prior knowledge on each passage. When the multiple choice scores were corrected for this, they correlated positively with scores on both forms of the cloze test and with readability values.

Adult L2 Learners Need a Reading Comprehension Test: Is it a C-Test or a Cloze Test?

2015 ◽  
Vol 7 (5) ◽  
pp. 68
Author(s):  
Reem Ibrahim Rabadi
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Statistical Significance ◽  
Research Question ◽  
Main Research ◽  
Comprehension Test ◽  
Class 1 ◽  
Comprehension Tests ◽  
Cloze Test ◽  
Reading Comprehension Tests

<p class="1"><span lang="X-NONE">Many language tests are used to measure language learners’ abilities, two of these tests are the cloze test and the C-test. However, insufficient research has done on the usefulness of these tests as reading comprehension tests. </span><span lang="X-NONE">Therefore, </span><span lang="X-NONE">this study attempts to compare the efficiency of the cloze test with the efficiency of the C-test as reading comprehension tests.  It will explore the main research question if there are any significant differences between the results of the testees on the cloze test and their results on the C-test as reading comprehension tests, in addition to their performance on both tests as advanced level and intermediate level learners. A C-test and a cloze test were administered to 80 international university students at</span><span lang="X-NONE"> Otto-von-Guericke </span><span lang="X-NONE">University in Germany to answer these questions. The statistical analysis used in this study was the (t-test) to test the statistical significance of the differences between the two tests. Results revealed statistically significant differences between the scores of the testees in favour of their scores on the C-test. Furthermore, the results indicated that the cloze test correlated positively with the C-test. Contrary to the finding</span><span lang="EN-US">s</span><span lang="X-NONE"> of previous research indicating that the cloze test is more efficient reading comprehension test than the C-test. It is suggested that this study can be expanded to wider population and to be used for testing the lexical knowledge of language learners.</span></p>

scholarly journals Item Types: Their Effect on the Sensitivity of Multiple-Choice Cloze Tests

2018 ◽  
Vol 11 (11) ◽  
pp. 98
Author(s):  
Abby Deng-Huei Lee
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Ability ◽  
Multiple Choice ◽  
Vocational College ◽  
Research Results ◽  
Different Types ◽  
Efl Students ◽  
Item Types ◽  
Comprehension Tests

To evaluate the sensitivity of multiple-choice cloze (MCC) tests that use different types of items&mdash;syntactic, semantic, and connective&mdash;to assess reading ability, 170 English as a foreign language (EFL) students in a vocational college in Taiwan were recruited. The students were divided into two groups (level A and level B) based on their scores on 4 classroom reading comprehension tests. Both groups then took 9 MCC tests that included a total of 50 cloze questions. Connective items were most sensitive for assessing reading ability. Research results and pedagogical applications are discussed.

Woordkennis Duits In Havo 3

1986 ◽  
Vol 26 ◽  
pp. 95-102
Author(s):  
Jos Schumans ◽  
Wim Hermans
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Multiple Choice ◽  
Reading Proficiency ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Reading Experience ◽  
Method Of Instruction ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

This paper deals with the question whether the method of vocabulary instruction affects the knowledge of German vocabulary of secondary school pupils. We also investigated to what extent vocabulary knowledge affects scores on multiple-choice reading comprehension tests. Subjects were two groups of 'HAV0-3' (i.e. the third year of 'higher general secondary education') pupils. One group used the textbook 'Kennzeichen D' for acquiring FL-vocabulary. The other group used teaching materials which had been constructed by their teacher. In an experiment we used a translation task and multiple-choice reading comprehension tests, which were administered twice with an interval of six months. The method of instruction affected vocabulary knowledge as we measured it. The results of the group which used 'Kenzeichen D' were lower than those of the other group. The influence of vocabulary knowledge on reading comprehension appears to be large, but factors like reading experience and reading proficiency are undoubtedly important too.

Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests

2021 ◽  
pp. 026553222199113
Author(s):  
Sarah Sok ◽  
Hye Won Shin ◽  
Juhyun Do
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Test Performance ◽  
Test Taker ◽  
Phonological Working Memory ◽  
Young Learners ◽  
L2 Learners ◽  
L2 Listening ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners’ ( n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants’ performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners’ L2 outcomes.

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