Abstract:
Researchers have tried to increase knowledge about how
to test language ability.Still, important elements of cognition have not
been perceived in traditional tests, and assessments are not designed to
assess differences in learners’ levels of understanding. The question of
whether Classical Test Theory (CTT), Analysis of Variance (ANOVA),
Generalizability (G) Theory, and assessments are not designed to
assess differences in learners’ levels of understanding. The question of
extent heterogeneous EFL learners,who have been different in their L2
memory pathways, cognitive control and type-of-test preferences, have
similarly been assessed. This study was conducted on 101 adult participants
(50 males; mean age 34.63). The participants’ EFL levels fell
within the scope of 49 basic and 52 independent users. The researchers
gathered data usingSelf-Report Measure of Phonological Memory Questionnaire
(SMPM) to tap into their memory pathways and type-of-test
preferences. Both descriptive statistics (mean, standard deviations, frequencies)
and inferential statistics (T-test) were run on the data. The
analyses indicated that 50.5% of the EFL test-takers were eager to take
multiple-choice/true-false test formats. Thus, they needed prompts to
repair their chain of sequential events in their explicit knowledge. 8% of
the participants had mature L2 cognitive control, and 14% of themwere
not mature in this regard. Most EFL learners benefited implicit knowledgein
retrieving information. It clarified that inputs which were acquired
by explicit memory could ordinarily be supported by implicit
knowledge. Cognition-related assessment/discipline should be taken into
accounton both learning and performance. One type of assessment does
not fit all