Design RC and LC tests with the offered subskills and validate them with think-aloud protocols and interviews¶

Strategy · All strategies
Evidence · no claims cited

Description¶

As a follow-up direction, the article recommends designing reading and listening comprehension tests using the offered subskills, then observing students while they answer questions on the measured subskills. Test scores combined with students' think-aloud protocols and interviews are proposed as a way to further explain the dimensionality of the subskills and learners' performance on subskills common to both modalities.

Design Implications¶

Context¶

Requirements¶

• Tests must be built on the taxonomy's offered subskills, and validation requires observing students and collecting think-aloud protocols and interviews alongside scores.

Constraints¶

Target Learners¶

• EFL/ESL test takers

Target Learning Goals¶

• Measuring and validating reading and listening subskill performance

Related Strategies¶

• Use the unified subskills taxonomy to diagnose learners' strengths and weaknesses and to build self-assessment tools

Examples¶

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Key Sources¶

• Aynur Ismayilli Karakoc. (2019). Reading and Listening Comprehension Subskills: The Match between Theory, Coursebooks, and Language Proficiency Tests. Advances in Language and Literary Studies, 10(4). https://doi.org/10.7575/aiac.alls.v.10n.4p.166