A survey of research on the C-Test1

Klein-Braley, Christine; Raatz, Ulrich

doi:10.1177/026553228400100202

Cited by 87 publications

(65 citation statements)

References 3 publications

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“…Vocabulary tests have also been used in CAT procedures (Laufer & Goldstein, 2004). With regard to C-tests, most studies report them as being predictors of general language proficiency (e.g., Eckes & Grotjahn, 2006;Grotjahn, 2002;Klein-Braley, 1985;Klein-Braley & Raatz, 1984;Harsch & Schröder et al, 2007), but some researchers discuss them as measures for reading and/or vocabulary (e.g., Chapelle, 1994;Eckes & Grotjahn, 2006;Read, 2000). The relationship between different vocabulary measures and C-tests has been investigated in the context of validating vocabulary measures (e.g., Chapelle, 1994), and in the context of examining the applicability of C-tests for vocabulary assessment (Karimi, 2011).…”

mentioning

confidence: 99%

Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills

Harsch

Hartig

2016

Language Testing

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Placement and screening tests serve important functions, not only with regard to placing learners at appropriate levels of language courses but also with a view to maximizing the effectiveness of administering test batteries. We examined two widely reported formats suitable for these purposes, the discrete decontextualized Yes/No vocabulary test and the embedded contextualized C-test format, in order to determine which format can explain more variance in measures of listening and reading comprehension. Our data stem from a large-scale assessment with over 3000 students in the German secondary educational context; the four measures relevant to our study were administered to a subsample of 559 students. Using regression analysis on observed scores and SEM on a latent level, we found that the C-test outperforms the Yes/No format in both methodological approaches. The contextualized nature of the C-test seems to be able to explain large amounts of variance in measures of receptive language skills. The C-test, being a reliable, economical and robust measure, appears to be an ideal candidate for placement and screening purposes. In a side-line of our study, we also explored different scoring approaches for the Yes–No format. We found that using the hit rate and the false-alarm rate as two separate indicators yielded the most reliable results. These indicators can be interpreted as measures for vocabulary breadth and as guessing factors respectively, and they allow controlling for guessing.

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confidence: 99%

Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills

Harsch

Hartig

2016

Language Testing

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“…Dörnyei and Katona (1992) added another point to the previous ones, testees find C-test less irritating than cloze test. Finally, empirical results of C-test are reliable and valid for a language-testing tool as indicated by Klein-Braley and Raatz (1984).…”

Section: What Is a C-test?mentioning

confidence: 87%

“…Cloze test is identified to be fairly difficult and problematic as reported by Klein-Braley and Raatz (1984). The method of exact word scoring is quick and simple, but it not easy to explain and sometimes it makes the test hard for testees, also it will affect the result.…”

Section: What Is a Cloze Test?mentioning

confidence: 99%

“…The alternative test is the C-test that includes several short texts as five to six texts in which the rule of deleting words is called the rule of two ( Ajideh & Mozaffarzadeh, 2012). This deleting method involves mutilating the second half of every second word starting from the second sentence in the text until the sentence before the last according to Klein-Braley and Raatz (1984) and Raatz and Klein-Braley (1985). The C-test is typified by this method of deletion (Khodadadi & Hashemi, 2011).…”

Section: What Is a C-test?mentioning

confidence: 99%

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Adult L2 Learners Need a Reading Comprehension Test: Is it a C-Test or a Cloze Test?

Rabadi

2015

IJL

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Many language tests are used to measure language learners' abilities, two of these tests are the cloze test and the C-test. However, insufficient research has done on the usefulness of these tests as reading comprehension tests. Therefore, this study attempts to compare the efficiency of the cloze test with the efficiency of the C-test as reading comprehension tests. It will explore the main research question if there are any significant differences between the results of the testees on the cloze test and their results on the C-test as reading comprehension tests, in addition to their performance on both tests as advanced level and intermediate level learners. A C-test and a cloze test were administered to 80 international university students at Otto-von-Guericke University in Germany to answer these questions. The statistical analysis used in this study was the (t-test) to test the statistical significance of the differences between the two tests. Results revealed statistically significant differences between the scores of the testees in favour of their scores on the C-test. Furthermore, the results indicated that the cloze test correlated positively with the C-test. Contrary to the findings of previous research indicating that the cloze test is more efficient reading comprehension test than the C-test. It is suggested that this study can be expanded to wider population and to be used for testing the lexical knowledge of language learners.

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“…The cloze test is more favored due to the ease of constructing the test coupled with its high reliability and validity. Unlike the C-test, the cloze test consists of a longer text of which every fifth to tenth complete word is left out (Klein-Braley and Raatz, 1984).…”

Section: The Present Studymentioning

confidence: 99%

The Effect of Text Authenticity on the Performance of Iranian EFL Students in a C-Test

Cheng

BiglarBaygi

Solaymani

2009

RiL

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The Effect of Text Authenticity on the Performance of Iranian EFL Students in a C-Test As part of growing efforts to understand factors affecting c-test this study aims to investigate the effect of text authenticity on the performance of Iranian EFL students in a C-Test. The C-Test is an integrative testing instrument that measures overall language competence, very much like the cloze test. In this study the rule of two has been applied: "the second half of every second word has been deleted, beginning with the second word of the second sentence; the first and last sentences are left intact" (Katona and Dornyei 1993: 35). The research involves 60 college students in their third year, majoring in English Literature at Ershad-Damavand College. This group were randomly selected applying multi-stage sampling. Since the present study intended to investigate the role of two different formats, i.e. authentic and inauthentic texts (text translated from Persian into English), two different tailored C-Tests were made to measure and compare the performances of the participants. Two C-Tests, one with Authentic Text and the other, with Inauthentic Text were administered to this homogenized group comprising 30 subjects. The findings of this study suggest that authenticity has an effect on the performance of learners in c-tests and we should control this variable while devising a c-test.

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A survey of research on the C-Test1

Cited by 87 publications

References 3 publications

Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills

Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills

Adult L2 Learners Need a Reading Comprehension Test: Is it a C-Test or a Cloze Test?

The Effect of Text Authenticity on the Performance of Iranian EFL Students in a C-Test

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