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Showing 2 results for Validation
Karim Sadeghi,
Volume 11, Issue 2 (9-2008)
Abstract
Cloze tests have been widely used for measuring reading comprehension, readability and language proficiency. There is still much controversy on what it really is that cloze measures. The result of much correlational research is contradictory and very unsatisfactory. Thus, with a qualitative orientation, this study attempts to look at the judgmental validity of cloze as a test of reading comprehension. To this end, a group of 32 native and non-native speakers of English sat a standard cloze test. The participants were expected to complete most of the blanks correctly if cloze measured reading comprehension properly, because the text had been intended for undergraduates while cloze-takers were all either PhD students or members of academic staff with a PhD. Surprisingly, the results indicated that none of the participants reached the minimum native speaker performance criterion of 70%. Invited to reflect on what they thought they were doing when reading the blanked text, most cloze-takers felt that the text they read was a puzzle or a guessing game. Provided with the deleted words and asked to re-read the text, they confessed that cloze reading was very different from the second reading. Further findings and implications for future research are discussed in the paper.
, , ,
Volume 16, Issue 2 (9-2013)
Abstract
The present study aimed to design and validate a “Critical Understanding of the Global Spread of English” Scale (CUGSES). To this end, a framework was designed based on the tenets of linguistic imperialism, English as an International Language (EIL), and globalization. The scale was then administered to a population of 425 participants, comprising English language teachers in language institutes, English language learners in language institutes, parents whose children attended English language institutes, university students majoring in English and English-major university professors. Rasch measurement was utilized to substantiate the construct validity of the instrument. The results of the Rasch analysis revealed that except for three items, the scale is unidimensional and meets the criteria to fit to the Rasch model. Next, exploratory factor analysis (EFA) was conducted to extract the factors underlying the scale. Five components were extracted and labeled as: domination of English language and culture, preference for home culture and language, age and medium of instruction, native speakerism, and localization in ELT. Implications of the newly- designed scale in the Iranian EFL context were then provided.
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