Title: The Effect of Test Construction on Iranian Advanced Efl Learners' Reading Comprehension Ability
Abstract: INTRODUCTIONTest construction can be used to improve the reading comprehension ability. Test-construction strategy is designed to help students effectively understand complex reading demands (Schumacher et al., 1994). Belainch, Wisher, & Orvis (2005) defined Question-generation strategy as an activity in which students generate exam questions based on the reading content, using multiple-choice, matching, short answer, true-false, and fill-in-the-blank formats or word puzzles. Grasser & Mahen (1993) argued that students can more actively comprehend text, and monitor their comprehension through the process of question-generation strategy. Through question-generation, teachers can identify students' reading problems and thus provide adaptive instruction (La n & Lin, 2011). There are two significant points of Question-generation strategy: the first significant point of the Question-generation strategy is the quality of questions which stimulate development of cognitive abilities beyond memorization and the second is equivalent of the effects of teaching question-generation on subsequent reading comprehension tasks, especially its influence on the recognition tests.STATEMENT OF THE PROBLEMTest construction processes can be used to improve the reading comprehension ability. Question-generation strategy is designed to help students effectively understand complex reading demands (Schumacher et al., 1994). Belainch, Wisher, & Orvis (2005) defined Question-generation strategy as an activity in which students generate exam questions based on the reading content, using multiple-choice, matching, short answer, true-false, and fill-in-the-blank formats or word puzzles. Grasser & Mahen (1993) argued that students can more actively comprehend text, and monitor their comprehension through the process of question-generation strategy. In discussion of statement of problem, it is felt that Iranian students need more information about reading comprehension to get knowledge of English Language in order to use it in their real life situation. It seems worth mentioning that reading comprehension passages are considered as an important method in foreign language setting, especially in Iran.Significance of the studyIn Iran English language as subject is taught as foreign language from middle (Guidance) school. Though it was introduced as subject from middle school, the Iranian students accepted it as language to pass in the examination. Reading comprehension has always played crucial role in Iranian EFL classroom. Reading skill is of the skills used for Iranian high school and pre-university learners to pass entrance examination to get seat in Iranian universities, which is of the reasons why the researchers have researched this subject. However, reading comprehension is used in EFL materials, textbooks and courses at several levels (school and university) and almost in all number of areas, both general and particular.It is felt that Iranian students need more information about reading comprehension to get knowledge of English Language in order to use it in their real life situation. It seems worth mentioning that reading comprehension passages are considered as an important method in foreign language setting, especially in Iran.Review of the Related LiteratureResearch has shown that reading comprehension is closely connected to vocabulary knowledge (Laufer, 1997; Adams, 2000). Stahl (1983) describes the relationship between reading comprehension and vocabulary knowledge as one of the best documented relationships in reading research (p.33). Vocabulary knowledge is fundamental to reading comprehension; cannot understand without knowing what most words mean (Nagy, 1988). Adams (2000) explored the relationship between reading comprehension, vocabulary, and fluency and found that word knowledge was important to comprehension, as was fluency.This correlation between students' vocabulary and students' comprehension of what they read (Gersten & Geva, 2003) led many researchers to believe that a reader's general vocabulary knowledge is the best predictor of how well that reader can understand text (Anderson & Freebody, 1981, p. …
Publication Year: 2015
Publication Date: 2015-12-01
Language: en
Type: article
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