Investigating the Role of Test Methods in Testing Reading Comprehension

Abstract

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Digital storytelling for Cambodian undergraduate students’ EFL reading and digital literacy

“…Anderson further said that the goal of reading is reading comprehension. Reading comprehension refers to the process whereby information of the written work is recognized and interpreted deeply by the readers (Kong, 2019;Zhang, 2019), and the ability to comprehend and interpret the text information in an appropriate manner (Grabe & Stoller, 2011). Furthermore, Oakhill (2019) added that reading comprehension is a prerequisite not only for understanding the text, but also for learning, and other social activities.…”

“…In addition, since the nature of reading is unobservable, assessing reading is making inferences of students' reading performance (Afflerbach, 2016;Brown & Abeywickrama, 2010;Kong, 2019). Because of this, the following points synthesized from the literature should be put into consideration.…”

“…Secondly and lastly, the commonly used test formats for reading assessment, as claimed by Kong (2019) are multiple-choice questions (MCQs), written or oral recalls, cloze, sentence completion, semi-objective alternative (SAQs), true or false statements, and matching. She, however, further pointed out that the most widely used among them are MCQ and SAQ formats.…”

“…She, however, further pointed out that the most widely used among them are MCQ and SAQ formats. The former requires the test-taker to read a "stem" and choose the correct answer given in the "alternatives" (Brown & Abeywickrama, 2010), while the latter asks the test-takers to write down answers, the length of which is limited (Kong, 2019). Moreover, it is believed that the reading process is so complex that its assessment should also cover its complexity (Afflerbach, 2016).…”

“…Moreover, it is believed that the reading process is so complex that its assessment should also cover its complexity (Afflerbach, 2016). Therefore, multi-or mixed-method should be used to represent the broad reading comprehension construct, the example of which can include a combination of various formats aiming at distinctive constructs of reading comprehension (Kong, 2019).…”