Is Field Dependence/Independence a Source of Test Bias in Iranian EFL Majors' Cloze Test Performance?

Autor/in	Alimorad, Zahra
Titel	Is Field Dependence/Independence a Source of Test Bias in Iranian EFL Majors' Cloze Test Performance?
Quelle	In: Journal of Pan-Pacific Association of Applied Linguistics, 17 (2013) 2, S.39-51 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1345-8353
Schlagwörter	Cloze Procedure; English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Cognitive Style; Majors (Students); Translation; Females; College Students; Language Tests; Iran; Embedded Figures Test; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Lückentext; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Cognitive styles; Kognitiver Stil; Weibliches Geschlecht; Collegestudent; Language test; Sprachtest
Abstract	Recent language testing research investigates factors other than language proficiency that may be responsible for systematic variance in language test performance. One such factor is the test takers' cognitive styles. The present study was carried out with the aim of finding the probable effects of Iranian EFL learners' cognitive styles on their performance on cloze tests. For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners' cloze test performance. 30 female students all majoring in English Translation at Shiraz Islamic Azad University took the Group Embedded Figures Test (GEFT), a reduced version of TOEFL test, and a cloze test. The results of the present study provided evidence that the field-dependent (FD, hereafter) subjects performed the same as their field independent (FI, hereafter) counterparts on the cloze test. It was, therefore, concluded that test takers' cognitive styles may not be viewed as a source of systematic variance in performance on cloze tests and hence, may not be a source of test bias. (Contains 5 tables.) (As Provided).
Anmerkungen	Pan-Pacific Association of Applied Linguistics. Department of English, Namseoul University, 21 Maeju-ri, Seonghwan-eup, Cheonan-city, Choongnam, Korea 330-707. Tel: +82-2-3290-1995; e-mail: paalkorea@yahoo.co.kr; Web site: http://paal.kr/journals/journals.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10