scholarly journals IMPLEMENTING INTEGRATED FORMAT IN ASSESSING READING COMPREHENSION: A CASE OF VIETNAMESE EFL LEARNERS

2021 ◽  
Vol 37 (1) ◽  
pp. 99
Author(s):  
Trinh Ngoc Thanh
Keyword(s):  
Reading Comprehension ◽  
Task Performance ◽  
Test Performance ◽  
Test Design ◽  
Test Format ◽  
Reading Task ◽  
Efl Learners ◽  
Test Formats ◽  
And Task

The present study evaluates the effect of test format on the performance of reading comprehension, which is the integrated format. Unlike the separation of text and test questions into two sections in the split format, the main modification of the integrated format is that the relevant text is integrated with test questions in each reading task. Through the comparison between learners’ performance in the two test formats, this study tests the hypothesis that the overall test performance and task performance in the integrated format are higher than performance in the split format. Drawn on score data of 20 Vietnamese EFL learners, findings from the study showed no effect of test format on the overall test performance and marginally significant effect of test format on task performance. A further analysis on relevant aspects of test design is to be discussed.

scholarly journals Do Test Formats in Reading Comprehension Affect Second-Language Students' Test Performance Differently?

2007 ◽  
Vol 25 (1) ◽  
pp. 65 ◽  
Author(s):  
Ying Zheng ◽  
Liying Cheng ◽  
Don A. Klinger
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Test Performance ◽  
Large Scale ◽  
First Language ◽  
Research Literature ◽  
Test Formats ◽  
Large Scale Testing ◽  
Language Students

Large-scale testing in English affects second-language students not only greatly but also differently than first-language learners. The research literature reports that confounding factors in such large-scale testing such as varying test formats may differentially affect the performance of students from diverse backgrounds. An investigation of test performance between ESL/ELD students and non- ESL/ELD students on the Ontario Secondary School Literacy Test (OSSLT) was performed to investigate whether test formats in reading comprehension affected the two groups differently. The results indicate that the overall pattern of difficulty levels on the three test formats were the same between ESL/ELD students and non-ESL/ELD students, except that ESL/ELD students performed substantially lower on each format and that more variability was found among ESL/ELD students. Further, discriminant analysis results indicated that only the multiplechoice questions obtained a significant discriminant coefficient in differentiating the two groups. The results suggest a lack of association between test formats and test performance.

scholarly journals Calibration in EFL Reading: Examining The Nature of Judgment of Confidence

2016 ◽  
Vol 29 (1) ◽  
pp. 97-110
Author(s):  
Madhu Neupane
Keyword(s):  
Reading Comprehension ◽  
Data Collection ◽  
Foreign Language ◽  
Test Performance ◽  
Rating Scales ◽  
Efl Learners ◽  
Comprehension Test ◽  
Average Accuracy ◽  
The Difference ◽  
Master Of Education

This article examines the nature of English as a foreign language (EFL) learners’ appraisal confidence and appraisal calibration in EFL reading comprehension. Appraisal confidence refers to the degree to which test takers identify the probability that their test answer is corrector appropriate in percentage terms (e.g., 0%, 25%, 50%, 75%, or 100%).Appraisal calibration refers to the accuracy of test takers’ appraisal confidence by comparing their appraisal confidence to their test performance in percentage terms. Two hundred and three students studying Master of Education (M. Ed) with specialization in English in the Tribhuvan University participated in the study. An EFL reading comprehension test specially designed for the study and appraisal confidence rating scales incorporated in the same reading comprehension test were used as the tools for data collection. The findings of the study show that the students were highly overconfident in their reading comprehension because the difference between their average appraisal confidence (86.84) and average accuracy in performance (52.35) was+34.49. The implications of the study and recommendations for further research are discussed.

scholarly journals Experiential versus attitudinal topic types and task performance in EFL monologues

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Mohammed Shuaib Assiri
Keyword(s):  
Task Performance ◽  
Pearson Correlation ◽  
Intensive English ◽  
Intensive English Program ◽  
Lexical Diversity ◽  
Topic Familiarity ◽  
Efl Learners ◽  
Paired Samples ◽  
English Program ◽  
And Task

With the aim of contributing to the existing ‎literature on the relationships between task ‎and topic facets, discourse features, topic ‎familiarity, and task performance in speaking, this study used EFL monologues to examine how two different sets of ‎topics―experiences/preferences versus opinions/attitudes―relate to task performance. The ‎task performance was measured using discourse features, including how language ‎elicited was complex, fluent, and lexically diverse. The study also explores how discourse ‎features themselves relate to one another across the two sets of topics. The data for the study ‎came from monologues performed by 63 adult EFL learners at the intermediate level of an ‎intensive English program in Saudi Arabia. The learners produced the monologues in response ‎to two summative tests (i.e., Test 1: experiences & preferences and Test 2: opinions & ‎attitudes). Using parametric statistical analyses (incl., the paired samples T-test and the ‎Pearson correlation), it was found that while experiences and preferences evoked more fluent ‎language than did opinions and attitudes, the latter elicited more complex and lexically ‎diverse language. Also, a significant, positive correlation existed between fluency and complexity for experiences and preferences, whereas lexical diversity was significantly positively correlated with complexity for opinions and attitudes. The study report concludes ‎with practical implications for enhancing task performance of monologues in the areas of ‎complexity, fluency, and lexical diversity.‎

Tekstbegrip In...?

1988 ◽  
Vol 31 ◽  
pp. 160-171
Author(s):  
Jan Mets
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Rasch Model ◽  
Central Question ◽  
Test Format ◽  
Related Information ◽  
Test Formats ◽  
Conventional Tests ◽  
Different Dimensions ◽  
The Rasch Model

For a number of years Dutch foreign language examinations have comprised tests of reading comprehension in only one format: the m.c. question with four options. Now research is being carried out into the feasibility of adding another format: a modified cloze in which deletions are not random but deliberate and in which options are offered. Through these modifications a number of problems adhering to the regular cloze are avoided, and at the same time it is possible to maintain the concept of reading comprehension which has thus far governed the construction of FL examinations, the idea, that is, that reading comprehension is a unitary skill to be measured by questions requiring testees to integrate related information derived from text units larger than the sentence and often from diverse elements in the text. As it was precisely this that experts doubted cloze could measure, the central question to be answered was: can an 'm.c./ fill-in tesť be constructed which appeals to the same skill as the traditional m.c. format, but which may offer certain advantages (such as greater efficiency). First of all, the new test format was applied to two texts taken from a regular exam of reading comprehension in EFL, resulting in two tests of 26 items each - in the exam the texts had been accompanied by 11 and 12 questions respectively. Next, in a linguistic analysis, the relations between the items and the text were specified. It was found that each item in the two tests required more understanding of the text than just of the immediate environment of the deletion. The specifications were then submitted to the judgement of language testing experts at Cito, who confirmed the findings in the vast majority of cases. Subsequently, the new tests and the original ones were administered to a population of over 500 Dutch students in order to tests these hypotheses: 1. The psychometric qualities of the m.c./fill in tests are just as good as those of the conventional tests, if not better. 2. The items in the m.c/fill in tests appeal to the same skill as the conventional m.citems. 3. The m.c./fill in tests are more difficult than the corresponding conventional tests. Hypotheses 1 and 3 were confirmed, allowing these tentative conclusions: the new test format is more efficient than the traditional one and offers testees less undue support in understanding texts. The second hypothesis was not confirmed, as the Rasch model for the three combinations of tests had to be rejected on formal grounds. However, as the model did not constitute an altogether inadequate description of the data, and as combining the various test formats did not affect the measure of fit negatively, it is still hoped that further analysis may show that the two formats do not appeal to fundamentally different dimensions.

scholarly journals EFL PHONOLOGY: A CASE STUDY OF ENGLISH FRICATIVE PRODUCTION BY INDONESIAN LEARNERS/FONOLOGI BAHASA INGGRIS SEBAGAI BAHASA ASING: STUDI KASUS PELAFALAN BUNYI GESER OLEH MAHASISWA INDONESIA 

Aksara ◽  
2022 ◽  
Vol 33 (2) ◽  
pp. 283-294
Author(s):  
Ni Luh Putu Sri Adnyani
Keyword(s):  
College Students ◽  
Developmental Process ◽  
Word List ◽  
First Year ◽  
Reading Task ◽  
Efl Learners ◽  
Significant Difference ◽  
English Spelling ◽  
And Task

AbstractThis study reports the difficulties 40 first-year Indonesian college students, majoring in English, had in pronouncing the English fricatives. The aim of this paper is, first, to reveal how these Indonesian EFL learners produced English fricatives, the order of difficulties, and the pronunciation constraints they experienced. The second aim is to identify the possible causes of the pronunciation difficulties. In collecting the data, two types of tasks were administered: a word-list-reading task (Task 1) and a sentence-list-reading task (Task 2). By using Wilcoxon based T-Test, it was revealed that there was a significant difference in the number of errors in Task 1 and Task 2. There was also an increase in errors in Task 2. The results show that the order of difficulties Indonesian learners had in producing fricative sounds (from the most to the least problematic) were: /v/, /ʃ/, /ð/, /θ/, /z/, /ʒ/, /f/, and /s/. It is likely that the influence of the challenging English spelling system played the most important role in the students’ errors. Other factors such as transfer of L1 and the developmental process also contributed to the errors. This research implies that teachers need to apply certain strategies to meet students’ needs.  Keywords: English, fricative, Indonesian students, errors AbstrakPenelitian ini melaporkan kesulitan yang dialami mahasiswa tahun pertama Jurusan Pendidikan Bahasa Inggris  dalam melafalkan bunyi geser , urutan kesulitan  dan kendala dalam pelafalan bunyi tersebut. Tujuan kedua penelitian ini adalah mengidentifikasi kemungkian sebab-sebab dari kesulitan ini. Dua jenis tugas diberikan kepada siswa untuk mengumpulkan data yaitu tugas membaca daftar kata (Tugas 1) dan tugas membaca daftar kalimat (Tugas 2). Berdasarkan hasil Uji T  Wilcoxon terungkap bahwa  terdapat perbedaan yang signifikan dari segi jumlah kesalahan dalam mengerjakan tugas I dan tugas 2. Juga terdapat peningkatan kesalahan dalam Tugas 2. Hasil-hasil ini memperlihatkan bahwa urutan kesulitan yang dialami mahasiswa Indonesia dalam melafalkan bunyi frikatif ( dari yang paling bermasalah hingga yang kurang bermasalah ) adalah : /v/, /ʃ/, /ð/, /θ/, /z/, /ʒ/, /f/, dan /s/. Ada kecenderungan bahwa sistem ejaan Bahasa Inggris yang rumit sangat besar pengaruhnya terhadap  kesalahan-kesalahan yang dibuat oleh mahasiswa. Faktor-faktor lain seperti transfer dari BI dan  proses perkembangan juga berkontribusi terhadap kesalahan-kesalahan tersebut.  Implikasi penelitian ini adalah dosen atau guru  dapat menerapkan strategi-srategi tertentu untuk memenuhi kebutuhan mahasiswa atau siswa.  Kata kunci: bahasa Inggris, bunyi geser, mahasiswa Indonesia, kesalahan 

The Relative Importance of Anticipated Test Format and Anticipated Test Difficulty on Performance

1996 ◽  
Vol 49 (4) ◽  
pp. 901-918 ◽  
Author(s):  
Keith W. Thiede
Keyword(s):  
Recognition Test ◽  
Test Performance ◽  
Recall Test ◽  
A Priori ◽  
Superior Performance ◽  
Relative Importance ◽  
Test Format ◽  
Relative Difficulty ◽  
Test Formats ◽  
On Line

In this investigation, the relative importance of the effects of anticipated test format and anticipated test difficulty on performance was examined by simultaneously manipulating both. Experiments 1 and 2 showed that test performance was affected more by anticipated test format than by anticipated test difficulty. This suggests that the superior performance of subjects who had anticipated a recall test versus those who had anticipated a recognition test, reported here and in previous studies, is more likely to be due to anticipating a recall format than to anticipating a more difficult test. Experiment 2 showed that subjects who had anticipated a recall test studied longer than subjects who had anticipated a recognition test, even when recall tests were less difficult than recognition tests. One explanation for this finding is that subjects inaccurately monitor the relative difficulty of tests across test formats. Subjects rated recall items as more difficult than recognition items, even when recall items are actually less difficult (Experiment 3). These findings suggest that a priori metacognitive knowledge may reduce the accuracy of on-line metacognitive monitoring.

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