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>

A Direct Comparison of the Predictive Capabilities of Two Cloze-Derived Readability Formulas

1975 ◽  
Vol 37 (3_suppl) ◽  
pp. 1207-1211 ◽  
Author(s):  
Lawrence R. Miller
Keyword(s):  
Reading Comprehension ◽  
Machine Computation ◽  
Validity Coefficient ◽  
Comprehension Test ◽  
Computation Formula ◽  
Comprehension Tests ◽  
Readability Formulas ◽  
Reading Comprehension Tests

Two Cloze-derived readability equations were cross-validated on three Cloze reading comprehension tests to determine if they differed significantly in their predictive capabilities. The equations were Coleman's Formula 4 and Bormuth's Machine Computation Formula; the tests were the 1969 Bormuth Cloze Reading Comprehension Test and the 1967 Miller-Coleman Readability Scale (600 response and 2400 response conditions). Results indicated that: each formula's scores correlated significantly with reader scores on each test ( p < .001); each formula generated statistically equivalent coefficients on the Miller-Coleman 600 response and 2400 response tests ( p > .05); the Bormuth formula generated a significantly higher validity coefficient on the Bormuth test than the Coleman formula did ( p < .001).

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.

scholarly journals BOOSTING STUDENTS’ READING COMPREHENSION THROUGH TEAM PAIR SOLO

Abjadia ◽  
2016 ◽  
Vol 1 (2) ◽  
pp. 89
Author(s):  
Istiadah Istiadah
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Reading Achievement ◽  
Quantitative Data ◽  
Research Result ◽  
Research Subject ◽  
Comprehension Test ◽  
Classroom Action Research ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

This research attempts to enhance the students’ achievement in reading comprehension through Team Pair Solo strategy. By employing classroom action research, this research was conducted in two cycles in which cycle I comprised four meetings and cycle II consisted of two meetings. 28 students of class X3 SMAN I Paciran were purposively selected to be the research subject. Their reading achievement was measured in the form of reading comprehension test (quantitative data). This research also employed diary notes, observation sheet and questionnaire showing that the Team Pair Solo strategy in the classroom was well-implemented. The results of the reading comprehension tests conducted in all cycles obtained better improvements. The students were active, interested and enthusiastic in reading. The research result delineated that Team Pair Solo strategy significantly improved students’ reading comprehension achievements.

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.

scholarly journals An Analysis of the Language Patterns of Standardized Reading Comprehension Tests and their Effect on Student Performance

1974 ◽  
Vol 6 (4) ◽  
pp. 353-366
Author(s):  
Eugene Jongsma
Keyword(s):  
Reading Comprehension ◽  
Student Performance ◽  
Oral Language ◽  
Standardized Test ◽  
Fourth Grade ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Language Patterns ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

A random sample of passages was drawn from standardized reading comprehension tests for fourth grade students. The number and types of language patterns found in the test passages were determined through a method of linguistic analysis. The patterns identified on the tests did not reflect the patterns used most frequently in the oral language of fourth grade children. When the test passages were rewritten using a larger percentage of high frequency oral language patterns, and administered to comparable groups of students, no significant difference in comprehension performance was observed between those students taking the revised test and those taking the intact standardized test passages.

Sign in / Sign up

Export Citation Format

Share Document