The Effect of Various Testing Conditions on Long-Term Retention of Reading Materials: The Case of Initial and Delayed Test Types, and Feedback on Test
Publish Year: 1394
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JMRELS-2-1_006
تاریخ نمایه سازی: 13 شهریور 1400
Abstract:
This study investigated various testing conditions for their influence on long-term retention of reading materials. To do so, ۸۴ English as Foreign Language (EFL) learners were randomly selected from a total of ۷۴۶ and were randomly divided into two equal groups to participate in two experiments. In each experiment, the participants studied some texts and participated in some initial testing conditions before taking a ۱۰-day delayed final exam. The testing conditions of the first experiment were ۱) study + simultaneous open-book test, ۲) study + open-book test, ۳) study + closed-book test + feedback, ۴) study + closed-book test, ۵) no study no test, and ۶) study with no test. The second phase was a replication of the first ۵ testing conditions of the first phase accompanied by ۳ more conditions, namely, ۶) study + study, ۷) study + study + study, ۸) study + study + study + study. Analysis of variance results showed that different test types, feedback on test, and restudying could differently influence long-term retention. It was found that feedback on test had the highest effect on retention. Similarly, taking a test after study was more influential than restudying. Finally, open-book testing worked better than closed-book testing.
Keywords:
closed-book test , open-book test , closed-book test plus feedback , initial study period , and retention
Authors
Mahmoud Qaracholloo
PhD candidate of TEFL at Allameh Tabataba’i University of Tehran
Mohammad Reza Ghorbani
Assistant professor of TESL at University of Bojnord
Farhad Ghiasvand
MA student of TEFL at Allameh Tabataba’i University of Tehran
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