Effects of Different Response Types on Iranian EFL Test Takers’ Performance

Document Type : Research Paper

Authors

University of Tabriz

Abstract

Test method facet is one of the factors which can have an influence on the test takers’ performance. The purpose of the current study was to investigate the effects of two different response types, multiple-choice cloze and multiple-choice test, on the pre-intermediate and intermediate test takers’ reading comprehension performance. To this end, 40 pre-intermediate and intermediate learners participated in the study. To counterbalance the practice effect, the participants of the study at both pre-intermediate and intermediate levels were randomly assigned into two groups. For each level, there were two types of tests and two test administrations. Within each level, the two groups took these two tests in a different order. For all participants of the study there were two scores based on multiple- choice cloze and multiple-choice tests. Two Paired sample t tests were separately run to compare the pre-intermediate and intermediate test takers’ performance on multiple-choice cloze and multiple-choice tests. Two independent samples t tests were run to compare the pre-intermediate and intermediate test takers on these two tests. There was no significant difference between the pre-intermediate test takers’ performance on these two types of tests. There was a significant difference between intermediate test takers’ performance on the tests. There was no significant difference between the pre-intermediate and intermediate test takers’ performance on the multiple-choice cloze tests. The intermediate test takers outperformed the pre-intermediate test takers only on the multiple-choice tests. Based on these results it can be concluded that test methods can have an influence on the test takers’ performance, especially at higher proficiency levels and learners may need to have reached a certain level of proficiency to be able to understand the text.

Keywords

References

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Iranian Journal of Applied Language Studies
Volume 5, Issue 2 - Serial Number 2
December 2013
Pages 29-50

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