Multiple-choice Task Research Articles

Comparing Implicit and Explicit Morphological Analysis Instruction for Upper Elementary Readers

ABSTRACT Purpose We compared the effects of two types of instruction on novel suffix learning. Instruction differed in the explicitness of the attention given to the morphological structure of the targets. Learning in form and meaning was measured in trained and transfer words. Method Over three days Grade 3 (N = 83, 45.8% females, M age = 8.4) and Grade 5 (N = 86, 47.7% females, M age = 10.4) students with English as their first language (93% caucasian, 4% East Asian, 2% Latino, 1% First Nations, Metis and Inuit) received training on the definitions of pseudowords with a salient morphological structure (e.g. nim meaning small in “hillnim”). Training activities explicitly taught the morphological structure of the words, or exposed participants to this structure implicitly while teaching the use of general context clues. Participants’ learning was assessed immediately (one day) after training, and at follow-up one week later, using a suffix identification task, a word definition, and a multiple-choice task. Results Participants at both grade levels scored similarly on the form task across conditions, but in terms of meaning, explicit training on morphological structure yielded better results for both grade levels and word types. However, for Grade 5 the differences across training conditions were only significant in the word definition task. Conclusion Our results support explicitly teaching the structure of morphologically complex words. Explicit instruction was effective even for older students with more reading experience.

Искусственный интеллект глазами российских студентов: настоящее и будущее

The study, which involves 265 respondents, is aimed at identifying student youth’s attitude to using artificial intelligence in various spheres of life and ideas about it. To collect data, the authors use a questionnaire, including open questions and multiple-choice tasks in its main part. To process the data the paper applies content analysis, descriptive statistics and Pearson’s 2 criterion. It is found that students understand the phenomenon of artificial intelligence differently, interpreting it as an imitator of the human brain, a tool or a practice-oriented solution, a certain algorithm or scientific knowledge. Some students do not clearly understand the essence of the term “artificial intelligence” or find it difficult to interpret it. Students associate the main functionality of artificial intelligence with the increased labour or study productivity, with assistance in performing routine; less often, they associate it with creative tasks. However, some students cannot determine the functionality of artificial intelligence or do not see any prospects for its development for humans. Most students, considering artificial intelligence as their assistant, which reduces the time of obtaining data and creates certain conveniences, turn to it to solve their problems often or rarely. They are ready to use only free services or determine the budget for such expenses taking into account the tasks they are to solve. Students find the main barriers to using artificial intelligence in the issuance of standard, stereotypical solution options and the limitation on the data volume. Students see the prospects for the artificial intelligence development in its limitation in the legal field and possible superiority over the human mind. It is advisable to include knowledge of the artificial intelligence concept and the ability to determine its functionality in the list of universal competencies mastered at the university, and understanding the essence of artificial intelligence and the ability to use it in the context of solving applied problems should be included in professional competencies.

FRANSIZ DİLİNİN XARİCİ DİL KİMİ TƏDRİSİNDƏ İSTİFADƏ EDİLƏN QRAMMATİK TAPŞIRIQLAR

Grammatical Assignments used in the Study of the French Language as a Foreign Language Summary The purpose and usefulness of using various assignments in the study of the French language as a foreign language in research is reflected. Here, as much as possible, starting from simple terms and moving on to more complex terms are given. Of course, the levels of the speakers must be taken into account when arranging the instructions. In the training of grammatical knowledge, the level of grammatical knowledge of the speakers in their native language must be kept attentive. There are differences between the grammar of the French language and the grammar of the Azerbaijani language. Keeping in mind the differences in the field of grammar, the learners can absorb the new language comparing it with their native one. Making comparative analysis in the analysis of foreign languages simplifies and accelerates the process of interpretation. Making grammatical analyzes allows the sentences to be translated correctly and the correct meaning to be captured. Key words: grammar studies, listening to songs, multiple choice tasks, related tasks

A linguistic analysis of English nativised lexes and their perception by online gamers in Jordan

The occurrence of loanwords that have been Arabicized or nativised in the gaming genre necessitates an investigation into the nature and implications of this phenomenon. The objective of this research is to examine the systematic and rule-governed process of nativisation, as well as its impact on language adaptation within the gaming community in Jordan, where English is spoken as a foreign language. Additionally, it seeks to explore gamers' perceptions of these words and determine whether these nativised English words are used together with their Arabic equivalents in the gaming genre, or if they are replacing their equivalents based on Communication Accommodation Theory (Giles and Ogay, 2007). The sample consisted of 100 participants [aged 12–16] enrolled at the Islamic Educational College in Amman. Based on watching video clips taken from various live streams containing the target words in context, participants were asked to complete a multiple-choice task focusing on the meaning and origin of these words. The results indicate that nativisation in the gaming genre in Jordan follows a systematic and rule-governed pattern. The majority of participants demonstrated awareness of the meaning and origin of most words, suggesting a conscious effort to adapt them to Arabic linguistic patterns. Our argument is that by using these nativised words in online gaming, gamers aim to establish rapport, strengthen connections, gain approval, earn rewards (such as points), and align themselves with professional gamers. Furthermore, gamers distance themselves from the language style of newcomers who employ Arabic words instead of nativised words, and are considered vulnerable in gaming.

Exploring and developing a framework for analysing whole-class discussions in mathematics

ABSTRACT Leading whole-class discussions in mathematics instruction in a productive way is identified as a core practice. However, productive discussions are rarely seen in classrooms. Thus, we need more knowledge about how different teacher actions in response to students’ comments can affect the students’ learning. If research is to be able to produce such knowledge, detailed analytical frameworks and concepts are required. Thus, this study sought to propose concepts and refine definitions of existing categories of teacher actions to help develop Drageset’s framework ([2014]. Redirecting, progressing, and focusing actions – a framework for describing how teachers use students’ comments to work with mathematics. Educational Studies in Mathematics, 85(2), 281–304.). This was done by analysing 35 mathematical whole-class discussions, generated from multiple-choice tasks supported by classroom response systems, in secondary schools in Sweden and the UK. The results suggest five new categories of teacher actions and enrichments of two existing categories in Drageset’s framework.

An analysis of Arabic tautology in English compounds used in customer-service settings in Jordan: A pragmatic perspective

This paper examines the utilization of Arabic tautological expressions, provided by customers as a reiteration of an element of an English compound such as ‘apple pie’ [fatˁi:rit ʔabil bai ‘an apple pie pie’], from the perspective of Relevance Theory (RT). Data was collected from 90 participants, divided into two groups: 40 native speaker informants recruited from various shopping malls, and 50 shop assistants in Amman, Jordan. The first group was interviewed, whereas the second group filled out a multiple-choice task aimed at identifying the type of expression they typically receive when taking orders from customers. The data analysis revealed that Arabic tautological expressions are more frequently used compared to other alternatives. Drawing on RT, we argue that Arabic tautological expressions function as an ostensive stimulus. We propose that tautological expressions, utilized within a code-switching context, function as a means of pragmatic enrichment. This occurs through the process of ad hoc construction, wherein speakers refine the originally encoded concept to convey corrective or contrasting meanings. Instead of lacking information, the use of tautological phrases can be seen as a pragmatic tactic to maximize relevance by minimizing cognitive effort, optimizing successful communication of the intended meaning, and reinforcing contextual effects.

A study of integrating discourse-context information into Spanish aspect grammatical teaching for Sinophone learners

This work explores and evaluates the effect of teaching the Spanish past tense aspect (indefinite preterit and imperfective preterit) to Chinese learners in a discourse context compared with the traditional teaching of grammar. We postulate that this teaching methodology—which integrates the content of traditional grammar programs with implicit and explicit instruction on how to interpret discourse-contextual information—will be more effective for Spanish L2 learning in the Chinese university context. In order to test the effect, we conducted a study with two groups of students under two different conditions. The experimental group contained 18 subjects, and the control group, which was taught in a traditional grammar program, contained 17 subjects. Using a teaching experiment that involved three online video-based grammar classes and the gathering of students’ data from pre- and post-tests consisting of comprehension task and multiple-choice tasks, we observed that the instruction of how to interpret aspectual information in a discourse context improved the learners’ ability to analyse and comprehend the target grammar point. However, the learners did not show more accuracy in their use of stative verbs in the post-test than that in the pre-test. FUNDING INFORMATION. This research was funded by National Social Science Foundation of China (20CYY001).

DaGATN: A Type of Machine Reading Comprehension Based on Discourse-Apperceptive Graph Attention Networks

In recent years, with the advancement of natural language processing techniques and the release of models like ChatGPT, how language models understand questions has become a hot topic. In handling complex logical reasoning with pre-trained models, its performance still has room for improvement. Inspired by DAGN, we propose an improved DaGATN (Discourse-apperceptive Graph Attention Networks) model. By constructing a discourse information graph to learn logical clues in the text, we decompose the context, question, and answer into elementary discourse units (EDUs) and connect them with discourse relations to construct a relation graph. The text features are learned through a discourse graph attention network and applied to downstream multiple-choice tasks. Our method was evaluated on the ReClor dataset and achieved an accuracy of 74.3%, surpassing the best-known performance methods utilizing deberta-xlarge-level pre-trained models, and also performed better than ChatGPT (Zero-Shot).

Exploring the Reliability of Grammar Test Tasks’ Scoring Methods Among High Schools English Teachers in Morocco

The current study addresses the growing importance of grammar assessment in educational settings and the diverse scoring methods employed by teachers for grammar test tasks. Through a questionnaire administered to 40 high school teachers, the research aims to determine the reliability of these scoring methods and identify the grammatical areas prioritized for evaluation. The study reveals that gap-filling, matching, dialogue completion, and multiple-choice tasks are frequently used by teachers. Notably, multiple-response and limited production tasks often coexist in evaluations, and both singular and multiple grammatical areas are targeted. Overall, the study demonstrates that teachers opt for structured score guidelines on exam sheets, resulting in highly consistent scoring methods.

Clustering eye-movement data uncovers students’ strategies for coordinating equations and diagrams of vector fields

AbstractIn mathematics education, students are repeatedly confronted with the tasks of interpreting and relating different representations. In particular, switching between equations and diagrams plays a major role in learning mathematical procedures and solving mathematical problems. In this article, we investigate a rather unexplored topic with precisely such requirements—that is, vector fields. In our study, we first presented a series of multiple-choice tasks to 147 introductory university students at the beginning of their studies and recorded students’ eye movements while they matched vector field diagrams and equations. Thereafter, students had to solve a similar coordination task on paper and justify their reasoning. Two cluster analyses were performed including (i) transition and fixation data on diagrams and options (Model 1), and (ii) additionally the number of horizontal and vertical saccades on the diagram (Model 2). In both models, two clusters emerge—with Model 1 distinguishing behaviors related to representational mapping and Model 2 additionally differentiating students according to representation-specific demands. Model 2 leads to a better distinction between the groups in terms of different performance indicators (test score, response confidence, and spatial ability) which also transfers to another task format. We conclude that vertical and horizontal saccades reflect executive actions of perception when approaching vector field coordination tasks. Thus, we recommend targeted interventions for mathematics lessons; these lessons must focus on a visual handling of the vector field diagram. Further, we infer that students’ difficulties can be attributed to covariational reasoning, thereby indicating the need for further investigations. From a methodological perspective, we reflect on the triangulation of eye-tracking and verbal data in (multiple-choice) assessment scenarios.

Reading and Writing Relations Are Not Uniform: They Differ by the Linguistic Grain Size, Developmental Phase, and Measurement

We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice, open-ended, cloze), and written composition (e.g., writing quality, writing productivity, writing fluency, writing syntax), and developmental phase of reading and writing (grade levels as a proxy). A total of 395 studies (k = 2,265, N = 120,669) met inclusion criteria. Overall, reading and writing were strongly related (r = .72). However, the relation differed depending on the subskills of reading and writing such that word reading and spelling were strongly related (r =.82) whereas reading comprehension and written composition were moderately related (r =.44). In addition, the word reading-spelling relation was stronger for primary-grade students (r =.82) than for university students/adults (r =.69). The relation of reading comprehension with written composition differed depending on measurement of reading comprehension and written composition—reading comprehension measured by multiple choice and open-ended tasks had a stronger relation with writing quality than reading comprehension measured by oral retell tasks; and reading comprehension had moderate relations with writing quality, writing vocabulary, writing syntax, and writing conventions but had weak relations with writing productivity and writing fluency. Relations tended to be stronger when reliability was higher, and the relation between word reading and spelling was stronger for alphabetic languages (r = .83) than for Chinese (r = .71). These results add important nuances about the nature of relations between reading and writing.

Compensatory effects of individual differences, language proficiency, and reading behavior: an eye-tracking study of second language reading assessment

Reading in a second language (L2) is a complex process that incorporates linguistic knowledge and literacy abilities, as well as strategic competence to approach different types of reading tasks depending on reading goals. However, much of the previous research was limited to correlational studies and focused on the relative contribution of broad categories of L2 proficiency and first-language (L1) literacy to L2 reading comprehension. However, investigations into L2 reading performance can benefit from advances in real-time, concurrent data collection methodologies such as eye-tracking. This study utilized eye-tracking methods to examined L2 reading comprehension of 102 readers across three different reading tasks [Cloze reading, Multiple-choice (MC) quiz, and reading-to-summarize], comparing the comprehension scores to L2 proficiency, individual differences (reasoning, working memory, motivation) and reading behavior (eye-tracking metrics related to attention to reading texts and tasks, length of fixations). Results indicate that the score on each task could be modeled each using a different mix of predictors, with the cloze task being most strongly predicted and the MC task being least predicted. The Summary task was in-between, but with a highly interpretable model. Interactions between fixation duration and cognitive abilities were found, showing how efficient fixation is generally important for comprehension, but the impact can be compensated for with motivation and reasoning ability.

Productive Mathematical Whole-Class Discussions: a Mixed-Method Approach Exploring the Potential of Multiple-Choice Tasks Supported by a Classroom Response System

In recent decades, research has stressed the prominence of mathematics classroom discussions in productive instructional practices in mathematics instruction. In this context, problem-solving activities have been a common focus of research. Research shows that teachers need to deal with prerequisites and challenges such as norms, design of tasks, activating students, and leading students’ discussion to achieve a productive whole-class discussion. However, another promising activity for achieving productive discussions involves using a classroom response system and implementing different task types in a multiple-choice format. There is little knowledge about whole-class discussions using this approach. To meet this need, this paper presents results from a mixed-method approach that characterizes whole-class discussions to explore the potential of multiple-choice tasks supported by a classroom response system to achieve productive whole-class discussions. Three types of multiple-choice tasks were implemented in the classrooms of twelve mathematics teachers at secondary schools. The lessons, including 35 whole-class discussions, were video-recorded, transcribed, and analyzed. The results summarize the characteristics of these whole-class discussions, including measures of students’ opportunities to talk and teacher and student actions. These results can help us develop a more profound understanding of whether and how multiple-choice tasks supported by a classroom response system can support teachers in achieving productive whole-class discussions.

Would you switch? Understanding intra-peak demand shifting among rail commuters

This study examines predictors of railway commuters' changes to departure time choice. Specifically, we sought to understand the impact of pre-departure information about in-carriage crowding on train choice behavior. We present the results of an online experiment, multiple-choice task, and a survey of UK rail commuters who regularly travel on crowded trains. Our findings show that most respondents are highly sensitive to crowding on trains. That notwithstanding, we identify a group of commuters who are free from constraints but do not use their flexibility to switch. This finding leads us to suggest further research into the decision-making processes of this specific sub-group of passengers to maximize the potential of personalized real-time and predictive provision of crowdedness information. Our study contributes insights relevant to practitioners grappling with innovative information provision to encourage operationally desirable behavior change among regular commuters.

A Estratégia da Posição do Antecedente em línguas românicas de sujeito nulo

This study investigates the interpretation of pronominal subjects in European Portuguese, Spanish and Italian. 30 native speakers of each language completed two multiple-choice tasks (speeded and untimed), which elicited their interpretation of null and overt subject pronouns in intrasentential contexts with the order matrix‑subordinate. The tasks had a 2x2 design, crossing the following variables: animacy of the matrix object (+ animate vs. - animate) and type of pronominal embedded subject (overt vs. null). Results indicate that the PAS is consistently followed in EP but not in Italian or Spanish. In these languages, this strategy is adopted in overt subject resolution only in contexts where the antecedents are [+ animate]. In the resolution of null subjects, Italian and Spanish exhibit optionality between subject and object antecedents. Hence, there is microvariation in the resolution of pronominal subjects in these languages. Possible reasons for this are discussed in detail.

Microvariation in the resolution of pronominal subjects in Romance: European Portuguese vs. Italian

The present study investigates how adult native speakers of two null subject Romance languages, European Portuguese (EP) and Italian, interpret null and overt pronominal subjects in intrasentential contexts. Participants were 30 speakers of EP and 30 of Italian. Each language group was administered two multiple-choice tasks (speeded and untimed), which crossed the following variables: ‘animacy of the matrix object’ ([+ human] vs. [- human]) and ‘type of pronominal embedded subject’ (overt vs. null). Our results show that there is microvariation in the resolution of overt pronominal subjects in EP and in Italian: the position of the antecedent is the most relevant factor in EP, whereas, in Italian, the animacy of the antecedent is the preponderant factor. Moreover, our results reveal that the resolution of null subjects is an area of microvariation: the bias for subject antecedents is weaker in Italian than in EP. Possible reasons for the observed microvariation are discussed in detail.

한국어 복수 표지 ‘-들’ 사용에 대한 언어 습득 연구 —중국인 고급 학습자의 명사 복수 표지를 중심으로—

Soyoung Kim. 2022. The Study on the Acquisition of the Korean Plural Marker -Tul—Based on Noun Plural Marking by Chinese L2 Learners of Korean. Studies in Modern Grammar 115, 159-185. Korean plural marking on nouns exhibits less restriction in realization than the Chinese one. The Korean plural marker -tul can be attached not only to nouns denoting an inanimate object or abstract notion but also to generic or proper nouns, which its corresponding plural marker ‘们’ in Chinese cannot. The study investigates the acquisition of Korean plural marking on four types of nouns such as inanimate nouns, abstract nouns, generic nouns and proper nouns by Chinese L2 learners of Korean. By employing a multiple-choice task, thirty Chinese learners with high Korean proficiency level as well as thirty Korean adult native speakers were instructed to read a context that introduces plural entities and then choose an appropriate noun plural marking to refer to them among the three choices such as a noun without -tul, a noun with -tul and both of the forms possible. As a result, both of the participant groups had in common attaching –tul to generic nouns the most and abstract nouns the least. However, Korean adults strongly preferred to use a plural noun regardless of the noun types whereas Chinese learners demonstrated different plural marking depending on them. The findings are discussed in terms of L1 transfer and methodological issues.

The Acquisition of Arabic and English Relative Clauses by L2 English and Arabic Learners

This study explored the acquisition of Arabic and English relative clauses by L2 English and Arabic learners. It examined the extent to which the Noun Phrase Accessibility Hierarchy (NPAH) (Keenan and Comrie 1977) and the Markedness Differential Hypothesis (MDH) (Eckman 1977) account for the acquisition of English and Arabic relative pronouns by English and Arabic L2 learners. Twenty Arabic-speaking learners of English and twenty English-speaking learners of Arabic were selected. To this end, four different tasks were used in this regard, namely the Sentence Combination task, the Multiple-Choice task, the Picture Description task, and the Grammaticality Judgement task. The results of this study showed that Arabic learners of English were able to comprehend and produce relative pronouns successfully. However, their performance was found to be affected by the system of relative pronouns of Arabic. For example, they were found better in producing who than whom. Additionally, the study found that the performance of Arabic learners of English was influenced by the type of the task (i.e., Sentence Combination Task is harder than the Multiple-Choice Task). On the other hand, the English-speaking learners of Arabic (i.e., the L2 Arabic group) produced and comprehended the Arabic relative pronouns easily despite their L1 language interference. The overall results showed that the NPAH and the MDH were able to predict the mistakes made by L2 learners of Arabic and English.

Recognition of conventional expressions by EFL learners in Mexico and China

This paper examines the role of EFL instructional contexts in the acquisition of conventional expressions as pragmalinguistic resources. This study compares the performance of 303 EFL students in two culturally and linguistically different countries and 89 native speakers of American English. The students were enrolled in university EFL programs in China (n = 193) and Mexico (n = 110), and were recruited from courses that estimate the learners' proficiency to be CEFR B1. Age-matched native speakers of English were recruited from university classes on second language studies and linguistics. All groups completed an aural multiple-choice discourse completion task comprised of 20 items with options generated by native-speakers and learners during a production task. The EFL learners at the two sites, with the same level of proficiency, selected the targeted conventional expressions from the multiple-choice task with equal frequency. Most of their alternative selections showed sociopragmatic knowledge of the preferred speech act. Identical alternative choices reflect the learners’ proficiency level, whereas their different choices suggest possible lexical influence from their distinct L1s. The paper ends by considering instruction and media access as variables that may account for the degree of success in the pragmatic development of conventional expressions in EFL contexts.

Preference reversal: Analysis using construal level theory that incorporates discounting

According to the behavioral decision theory, time discounting is often used to explain preference reversals. However, the discounting theory fails to explain some types of preference reversals. Furthermore, preference reversals are limited to those along the time axis (i.e., temporal distance). To extend our knowledge of preference reversals in various choice contexts, this study constructs an analytical framework that combines the time discounting notion of behavioral decision theory and construal level theory developed in social psychology. We put forward three propositions for discounting: magnitude effect (the higher the construal level, the smaller the discounting rate), sign effect (the discounting rate is smaller for losses than for gains), and generalization of distance (discounting applies not only to temporal distance but also to psychological distances such as social distance). These propositions were validated in two studies. In Study 1, we conducted a series of three experiments on a lottery choice task using two samples of respondents (i.e., students and a web panel). In Study 2, we estimated the discounting rates of the higher and lower construal levels by employing multiple intertemporal choice tasks. While many choices involve trade-offs among attributes, the effects of changes in psychological distances are not clear. However, by identifying whether these attributes evoke high or low construal levels and whether the aspects are related to gains or losses, our approach greatly facilitates the analysis of how evaluation and preference are affected by psychological distance, and consequently, that of preference reversal behavior.