The Relationship between using Multiple-Choice Test-Taking Strategies and General Language Proficiency Levels

Ghafournia, Narjes

doi:10.1016/j.sbspro.2013.01.043

Cited by 8 publications

(10 citation statements)

References 3 publications

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“…We can use test-strategies in many test formats but the primary use of it is in multiple-choice questions (Ghafournia, 2013) and (Haladyna, 2004). So, knowing this points leads teachers attention to the importance of strategies and flaws that might happen in their tests.…”

Section: Discussionmentioning

confidence: 99%

“…The most popular type of objective tests is Multiple Choice Questions (MCQ) (Farhady, Ja'farpur, & Birjandi, 2007). MCQs are today very popular and use in different aspects of language learning and this popularity has some reasons; high reliability, convenience in scoring, efficiency, and economy (Ghafournia, 2013). As each MCQ seems consisted of a few lines, many teachers believe they are easy to construct but they are actually very difficult to design correctly (Brown & Abeywickrama, 2010).…”

Section: Introductionmentioning

confidence: 99%

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The Relationship Between Iraqi EFL Teachers’ Creativity and Identifying Flaws in Multiple-Choice Questions: a Case Study of Najaf

Khafaji¹

2018

Eur. j. lang. lit. stud.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Relationship Between Iraqi EFL Teachers’ Creativity and Identifying Flaws in Multiple-Choice Questions: a Case Study of Najaf

Khafaji¹

2018

Eur. j. lang. lit. stud.

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“…As far as the individual skills are concerned, some studies deal with tests which include various skills or general proficiency tests e.g. Ghafournia (2013), Xiao (2014), Zhang, Liu, Zhao, & Xie (2011); nevertheless, studies concentrating solely on reading, e.g. Kashkouli & Barati (2012), Ghafournia & Afghari (2013), Guo, Suk, Kim, Zang & Liu (2016), Wu & Stone (2006) or Cohen & Upton (2007) significantly outnumber those concentrating on listening (Winke &Lim, 2017, andLiu, 2019).…”

Section: Methodsmentioning

confidence: 99%

“…When compared with Cohen and Upton's division, they include test-wiseness, test management as well as some reading strategies in their research under test-taking strategies. Ghafournia (2013) claims that "due to the interrelated nature of learning and test-taking strategies should be investigated interactively" (p. 91); nevertheless, her research only deals with test-taking strategies. Allan (1992) says that "reading test-taking strategies abstracted from examinees selfreports reflect not only 'pure' reading strategies but also test-taking strategies which have little to do with reading skill" (p. 101).…”

Section: Findings Delimiting the Scope Of Strategies Investigatedmentioning

confidence: 99%

“…The samples are also relatively homogeneous although respondents with varying levels of English proficiency are investigated, in the majority of cases university students form the sample. English language in some form is often their core field of study (English language, English literature, translation, English teaching) - Kashkouli & Barati (2012), Tavakoli & Hayati Samian (2014), Ghafournia (2013), Alavi & Bordbar (2012), Pourdana et al (2012). In some cases, the participants are students of different fields of study -Ghafournia &Afghari (2012), Guo et al (2016), Lee (2018), Lee (2019a), Lee (2019b).…”

Section: Samplementioning

confidence: 99%

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Test-Taking Strategies in Second Language Receptive Skills Tests: A Literature Review

Bumbálková¹

2021

INT J INSTRUCTION

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This study focuses on recent research into test-taking strategies used by respondents in tests of receptive skills (reading and listening) in English as a second language, aiming to examine different aspects of the research. The existing research is predominantly quantitative in design; qualitative methods play a complementary role. Studies into strategies used in reading tests significantly outnumber those concerned with strategies employed in listening tests. A number of studies investigate similar general topics, such as the types of strategies used, the use of test-taking strategies in relation to language proficiency of the respondents, and the effectiveness of strategy use. New directions of research also appear, such as the investigation into the particular order of groups of strategies used in a specific situation, i.e. test items progressively increasing in difficulty. Practical application of research is taken into account in the studies, encompassing test validation, item-type susceptibility to test-wiseness and subsequent recommendations related to its use in test, or suggestions related to test-taking strategy instruction.

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An artificial vocabulary learning assistant

Polyzi

Moussiades

2023

Educ Inf Technol

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This article presents an online application developed to improve vocabulary learning through games, quizzes and interaction with a chatbot. The application was tested experimentally on a sample of twenty proficiency-level students divided into two groups and tested on English vocabulary learning in two stages. In the first stage, the first group of students was the control group, who studied a vocabulary section from the book. The second group was the experimental group, which studied using the proposed application. In the second stage, the two groups were reversed and asked to learn the vocabulary of the second unit. According to experiment results, using the particular application improved students' performance, as, in both tests, students of the experimental group outperformed those of the control group. In addition, the analysis of a questionnaire answered by all students confirmed that most prefer this application over traditional learning methods as they consider it quite enjoyable and easy while agreeing that it helped them learn vocabulary. The application is available on the website: http://users.sch.gr/polizipan.

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The Relationship between using Multiple-Choice Test-Taking Strategies and General Language Proficiency Levels

Cited by 8 publications

References 3 publications

The Relationship Between Iraqi EFL Teachers’ Creativity and Identifying Flaws in Multiple-Choice Questions: a Case Study of Najaf

The Relationship Between Iraqi EFL Teachers’ Creativity and Identifying Flaws in Multiple-Choice Questions: a Case Study of Najaf

Test-Taking Strategies in Second Language Receptive Skills Tests: A Literature Review

An artificial vocabulary learning assistant

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