Exploring Task-Completion Processes in L2 Reading Assessments: Multiple-Choice vs. Short-Answer Questions

Autor/in	Liao, Ray J. T.
Titel	Exploring Task-Completion Processes in L2 Reading Assessments: Multiple-Choice vs. Short-Answer Questions
Quelle	In: Reading in a Foreign Language, 33 (2021) 2, S.168-190 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Multiple Choice Tests; Test Format; Comparative Analysis; Reading Tests; Second Language Learning; Second Language Instruction; English (Second Language); Reading Comprehension; College Students; Student Attitudes; Verbal Communication; Reading Writing Relationship; Intensive Language Courses + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Testentwicklung; Lesetest; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Leseverstehen; Collegestudent; Schülerverhalten; Intensivkurs; Sprachkurs
Abstract	This study was to compare the processes that second language learners implemented when completing reading tasks in a multiple-choice question format (MCQ) with those in a short-answer question format (SAQ). Sixteen nonnative English-speaking students from a large Midwestern college in the United States were invited to complete MCQ and SAQ English reading tasks and then to engage in retrospective verbal reporting and semi-structured interviews. Results showed that when processing information in the source texts, students constructed text and situation models to (a) obtain a general understanding of the texts and (b) deepen their textual understanding. As students answered the comprehension questions, their question-answering processes were informed by the test format itself. Moreover, students employed different styles of interactive processing depending on whether they were completing MCQ or SAQ tasks. The implications of the study encourage test developers and teachers to implement a variety of test formats when possible. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01