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Exploring Task-completion Processes in L2 Reading Assessments: Multiple-choice vs. Short-answer Questions

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Title:Exploring Task-completion Processes in L2 Reading Assessments: Multiple-choice vs. Short-answer Questions
Authors:Liao, Ray R. T.
Keywords:test format
multiple-choice questions
short-answer questions
L2 reading assessment
reading processes
show 2 moreinteractive processes
writing about reading
show less
Date Issued:15 Oct 2021
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Citation:Liao, R. J. T. (2021). Exploring task-completion processes in L2 reading assessments: Multiple-choice vs. short-answer questions. Reading in a Foreign Language, 33(2), 168-190.
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.
Journal:Reading in a Foreign Language
Appears in Collections: Volume 33, No. 2

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