investigating the relatedness of cloze-elide test, multiple-choice cloze test, and c-test as measures of reading comprehension
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abstract
reading comprehension ability consists of multiple cognitive processes, and cloze tests have long been claimed to measure this ability as a whole. however, since the introduction of cloze test, different varieties of it have been proposed by the testers. thus, the present study was an attempt to examine the relatedness of cloze-elide test, multiple-choice (mc) cloze test, and c-test as three different types of cloze procedure used for measuring reading comprehension. to this end, one c-test consisting of four short texts, one fixed ratio (n=7) multiple-choice cloze test, and one cloze-elide test were prepared from reading passages with similar readability levels. the participants of the study were 30 (male &female) freshman university students majoring in english literature. the results of anova test showed that there were not any statistically significant differences at the 0.05 level of significance among the performance of the students on the three tests measuring their reading comprehension. therefore, it was concluded that against the advocates of each test who claim superiority of it over the other types, these three types of cloze tests in this study assessed the reading comprehension in a similar way. so, the testers can be confident to make use of these tests as reading comprehension tests interchangeably.
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15 صفحه اولusing c-test passages for improving reading comprehension ability and incidentally learned vocabulary of iranian efl learners
this study was an attempt to investigate the effect of using c-test passages on the reading comprehension and incidental vocabulary learning of iranian intermediate efl learners. the participants were 60 male efl learners at kish mehr institute in garmsar. in fact, there were two groups, an experimental group and a comparison group with 30 students in each. the participants were pretested throu...
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Journal title:
journal of english language teaching and learningPublisher: university of tabriz
ISSN 2251-7995
volume 6
issue 13 2014
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