What Is the Optimum Length of a Cloze Test?

Mohammadtaghi Shahnazari-Dorcheh,Saeed Roshan,Akbar Hesabi

doi:10.5539/ijel.v2n5p142

Mohammadtaghi Shahnazari-Dorcheh, Saeed Roshan + Show 1 more

Open Access

https://doi.org/10.5539/ijel.v2n5p142

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Abstract

Following Nation’ (2009) proposal of 40-50 empty spaces as an optimum length of a cloze test, this study examined whether this length would work according to proficiency level. Three cloze tests, adjusted for each proficiency level, were developed by the researcher for the use at beginning, intermediate and advanced levels. The cloze tests measured participants’ reading comprehension and included 40, 45 and 50 empty spaces for the beginning, intermediate and advanced levels respectively. Problematic items of each cloze test were identified over several pilot studies. Then they were administered to three groups of L1 Persian EFL learners at the beginning (56), intermediate (43), and advanced (41) levels. Results of the study suggest that an optimum length of a cloze test could vary according to the proficiency level. While the test could be long (including 50 empty spaces) and reliable at the advanced level, a shorter length of the test including 20-25 empty spaces could be more reliable at the beginning and intermediate levels.

Highlights

Brown (1998) argues that at least three factors influence the reliability of cloze tests
This study was designed to examine (a) whether the optimum length of a cloze test varies according to proficiency level, (b) if so, what would be the optimum length for a cloze test at each proficiency level
This study examined what the optimum length of a reading cloze test would be for three different proficiency levels

Summary

Introduction

Brown (1998) argues that at least three factors influence the reliability of cloze tests These factors include variations in students’ proficiency levels, differences in readability of the cloze tests, and length of the test (changes in number of items). Research suggests that if the first two factors are held constant, longer cloze tests yield more reliable estimates than shorter ones (e.g., Bachman, 1990; Brown, 1996, 1998) These researchers have not clearly determined the optimum length of a cloze test. Nation (2009) believes that one of the factors that make a cloze test reach a good level of reliability is that the cloze has a high number of points of measurement He proposes that a cloze test with 40-50 empty spaces would be more reliable. This study was designed to examine (a) whether the optimum length of a cloze test varies according to proficiency level, (b) if so, what would be the optimum length for a cloze test at each proficiency level

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Discussion

Conclusion