EFL Readers' Test-taking Processes for Completion vs. Multiple Choice Cloze Tests
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This study investigates test-taking processes used by skilled and less skilled university seniors in Korea as they performed a completion rational cloze (Ccloze) and its counterpart multiple choice cloze (Mcloze). Data collected from think-aloud protocols were analyzed and seven types of strategies were categorized. The frequency and quality of the test-taking strategies were examined along with their test performance. The results show that most of their strategies used in the two cloze tests were text-based, which means the readers relied heavily on their linguistic knowledge to cope with cloze items. As for separate strategy types, test-specific strategies were the most frequently utilized in both tests but most of the strategies in the Mcloze were matching and selection. Overall, the more difficult the cloze items, the more multiple strategies were employed, obviously by the skilled group. The findings suggest that the Ccloze induces test takers to be more cognitively involved than the Mcloze, and that the more skilled, the more flexible the test takers are in proper and multiple strategy use.
Abstract
This study investigates test-taking processes used by skilled and less skilled university seniors in Korea as they performed a completion rational cloze (Ccloze) and its counterpart multiple choice cloze (Mcloze). Data collected from think-aloud protocols were analyzed and seven types of strategies were categorized. The frequency and quality of the test-taking strategies were examined along with their test performance. The results show that most of their strategies used in the two cloze tests were text-based, which means the readers relied heavily on their linguistic knowledge to cope with cloze items. As for separate strategy types, test-specific strategies were the most frequently utilized in both tests but most of the strategies in the Mcloze were matching and selection. Overall, the more difficult the cloze items, the more multiple strategies were employed, obviously by the skilled group. The findings suggest that the Ccloze induces test takers to be more cognitively involved than the Mcloze, and that the more skilled, the more flexible the test takers are in proper and multiple strategy use.
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