The effects of context-dependent and context-independent test design on Iranian EFL learners' performance on vocabulary tests

Mahmoud Abdi Tabari

doi:10.5294/4587

Autores/as

Mahmoud Abdi Tabari Autor/a Oklahoma State University

DOI:

https://doi.org/10.5294/4587

Palabras clave:

Examen dependiente del contexto, examen independiente del contexto, examen del vocabulario.

Resumen

Este estudio explora el papel del contexto en la evaluación de vocabulario. Además, examina cómo los alumnos de los grupos de niveles de competencia ligeramente diferentes se desempeñaron en 2 exámenes, dependiente e independiente del contexto. Se compararon los desempeños de 40 estudiantes universitarios cono inglés L2 en artículos idénticos en dos exámenes, el examen de correspondencia ( un examen independiente del contexto) y el examen de C (un examen dependiente del contexto). El resultado mostró que todos los participantes se desempeñaron un poco mejor en el examen de correspondencia que en el examen de C. Esto sugiere que el contexto no jugó un papel importante en sus desempeños del examen de C. Por otra parte, los alumnos de alto intermedio realizan mucho mejor en las 2 pruebas que los participantes del nivel intermedio. Por tanto, se concluyó que los estudiantes de competencia superiores utilizan más contexto en respuesta a los elementos en el examen que hacer los alumnos de competencia más bajas. Estos resultados ayudan a identificar el mejor formato para la evaluación de vocabulario.

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Biografía del autor/a

Mahmoud Abdi Tabari, Oklahoma State University

Mahmoud Abdi Tabari is the PhD student in Education at Oklahoma State University, USA, and a member of the Young Researchers' Club. He shows great interests in second language acquisition, second language writing, and vocabulary assessment.

Citas

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