C-Tests in the context of reduced redundancy testing: an appraisal

Klein-Braley, Christine

doi:10.1177/026553229701400104

Cited by 69 publications

(49 citation statements)

References 16 publications

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“…Connalley, 1997;Dornyei & Katona, 1992;Eckes & Grotjahn, 2006;Grotjahn, 1992Grotjahn, , 1994Grotjahn, , 1996Grotjahn, , 2002Grotjahn, , 2006Grotjahn, , 2010Klein-Braley, 1997;Klein-Braley & Raatz, 1984;Sigotte, 2004). However, few studies have been done about its merits such as lack of face validity (Bradshaw, 1990;Jafarpur, 1995;Kontra & Kormos, 2006), poor item discrimination (Cleary, 1988;Kamimoto, 1993;Sigotte & Korbel, 1996), and more importantly, unclear construct validity (Grotjahn, 1986;Jafarpur, 1995;Kamimoto, 1992).…”

Section: C-testmentioning

confidence: 99%

The Effect of Content Familiarity and Gender on EFL Learners’ Performance on MC Cloze Test and C-Test

Tabatabaei¹,

Shakerin²

2013

IJELE

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The present study has investigated the effects of familiar and unfamiliar content on Iranian intermediate EFL learners' performance on Multiple-choice (MC) cloze test and C-test. Also, it has intended to compare the effects of gender on the learners' performance on MC cloze test with familiar and unfamiliar content as well as its effects on their performance on C-test with familiar and unfamiliar content. During the testing period, 107 examinees took an Oxford quick placement test and a homogeneous sample including 30 males and 30 females was selected. They were from Islamic Azad University Najafabad Branch ranged in age from 20 to 35. The first session of the research process was dedicated to MC cloze test with familiar and unfamiliar content and a week later, the second session to C-test with familiar and unfamiliar content. The results showed that the participants had more successful performance on two tests with familiar content. Moreover, the results indicated that gender had no significant effect on the participants' performance on two tests.

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Section: C-testmentioning

confidence: 99%

The Effect of Content Familiarity and Gender on EFL Learners’ Performance on MC Cloze Test and C-Test

Tabatabaei¹,

Shakerin²

2013

IJELE

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“…A C‐test (Klein‐Braley 1997; Grotjahn 2006) measuring overall L2 proficiency was administered both at the beginning and at the end of the entire data collection period. The first C‐test was conducted in order to confirm the results of the university‐internal placement test and the assumption of different L2 levels − lower and upper intermediate − of the two participating classes.…”

Section: The Studymentioning

confidence: 99%

Investigating consciousness‐raising tasks: pedagogically targeted and non‐targeted learning gains

Eckerth

2008

Int J App Linguistics

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This study investigates a series of dyadic consciousness‐raising tasks which were introduced into an actual L2 classroom over an extended period of time. The investigation seeks to measure learning gains in the short and medium term by a pre‐test, post‐test, and delayed post‐test design. In order to capture the full spectrum of learning opportunities raised during the collaborative completion of the tasks, two test formats were developed: a priori constructed tests that covered those L2 features focused on by the tasks, and a posteriori tests which were based on a retrospective analysis of learners’ task‐based interactions, thus developing Swain's idea of ‘tailor‐made’ tests. In fact, this research not only shows that consciousness‐raising tasks can bring about significant learning gains in L2 explicit knowledge, but further reveals that many such learning opportunities lie outside the explicit linguistic focus of the tasks under scrutiny.

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“…According to the guidelines given by Klein-Braley (1997), two C-Tests, each of them comprising four short texts (subtests) and each subtest with a number of mutilations, were constructed (refer to appendix A, B). These C-Tests were piloted with 30 senior EFL students in IAU and the necessary changes and calculations made to achieve item characteristics, that is, item facility and item discrimination.…”

Section: Methodsmentioning

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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C-Tests in the context of reduced redundancy testing: an appraisal

Cited by 69 publications

References 16 publications

The Effect of Content Familiarity and Gender on EFL Learners’ Performance on MC Cloze Test and C-Test

The Effect of Content Familiarity and Gender on EFL Learners’ Performance on MC Cloze Test and C-Test

Investigating consciousness‐raising tasks: pedagogically targeted and non‐targeted learning gains

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

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