چکیده:
Reading comprehension ability consists of multiple cognitive processes, and cloze tests have long been claimed to measure this ability as a whole. However, since the introduction of cloze test, different varieties of it have been proposed by the testers. Thus, the present study was an attempt to examine the relatedness of Cloze-Elide test, Multiple-choice (MC) cloze test, and C-test as three different types of cloze procedure used for measuring reading comprehension. To this end, one C-test consisting of four short texts, one fixed ratio (n=7) multiple-choice cloze test, and one cloze-elide test were prepared from reading passages with similar readability levels. The participants of the study were 30 (male &female) freshman university students majoring in English literature. The results of ANOVA test showed that there were not any statistically significant differences at the 0.05 level of significance among the performance of the students on the three tests measuring their reading comprehension. Therefore, it was concluded that against the advocates of each test who claim superiority of it over the other types, these three types of cloze tests in this study assessed the reading comprehension in a similar way. So, the testers can be confident to make use of these tests as reading comprehension tests interchangeably.
خلاصه ماشینی:
Thus, the present study was an attempt to examine the relatedness of Cloze-Elide test, Multiple-choice (MC) cloze test, and C-test as three different types of cloze procedure used for measuring reading comprehension.
To this end, one C-test consisting of four short texts, one fixed ratio (n=7) multiple-choice cloze test, and one cloze-elide test were prepared from reading passages with similar readability levels.
Cloze-test as a Basic Testing Techniques for Reading Skill A cloze test can be simply defined as a text of appropriate length and difficulty with every nth word deleted and the students are required to complete by filling in the correct words or their equivalents.
Both teachers and researchers continue to use means derived from the distributions of cloze scores to compare ‗the readability of texts, the language proficiency of students, and the intelligibility of a given author‘ (Oller & Jonz, 1994, p.
There are, however, at least five main types of cloze tests available to language teachers: The fixed-rate deletion, the selective deletion (also known as the rational cloze), the multiple-choice cloze, the cloze elide and the C-test (Ikeguchi 1995; Klein-Braley & Raatz, 1984).
The cloze-elide (Manning, 1987; Bowen, 1978; Elder & Von Randow, 2008) is an objective language test whereby superfluous, incorrect words are inserted into a text and must be identified by the test taker within a limited time.
Therefore, further study should be done on these types of cloze tests as measures of reading comprehension with more subjects and with different levels of language proficiency.