Comparison of the Different Intervening Test Types with Feedback in L2 English Grammar Acquisition
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The present study explores the influence of different intervening test types and feedback have on English grammar acquisition in the immediate and long-term retention. Seventy-one college students were randomly assigned to a short-answer test group, a multiple-choice test group, and a control group. Three main instruments were utilized in the study: a background questionnaire, pre- and post-Grammar Learning Strategy questionnaires, and pre-, post-, and delayed grammar tests. The outcomes of the study indicate that both experimental groups had significantly higher grammar gains than the control group in terms of immediate retention, while a short-answer test group showed better retention than the control group in terms of long-term retention. In addition to testing effects, the two experimental groups reported a positive attitude with regards to memory-related, cognitive, and metacognitive grammar learning strategies. Based on the results, this study offers suggestions on how tests can be effectively implemented into L2 English grammar instruction.
Abstract
The present study explores the influence of different intervening test types and feedback have on English grammar acquisition in the immediate and long-term retention. Seventy-one college students were randomly assigned to a short-answer test group, a multiple-choice test group, and a control group. Three main instruments were utilized in the study: a background questionnaire, pre- and post-Grammar Learning Strategy questionnaires, and pre-, post-, and delayed grammar tests. The outcomes of the study indicate that both experimental groups had significantly higher grammar gains than the control group in terms of immediate retention, while a short-answer test group showed better retention than the control group in terms of long-term retention. In addition to testing effects, the two experimental groups reported a positive attitude with regards to memory-related, cognitive, and metacognitive grammar learning strategies. Based on the results, this study offers suggestions on how tests can be effectively implemented into L2 English grammar instruction.
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