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Convenience sampling was used with 30 Turkish university freshmen enrolled in a General English course. Results show that participants found multiple-choice and matching items easy to understand and answer, while gap-fill and word formation items were viewed as more difficult for several stated reasons.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-l2-vocabulary-through-multiple-choice-matching-gap-fill-and-word-formation-items/493070/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-l2-vocabulary-through-multiple-choice-matching-gap-fill-and-word-formation-items/493070.png","ImageObject",300,407,{"name":92,"@type":93},"Finn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-12","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main purpose?","Question",{"text":112,"@type":113},"To examine the effect of multiple-choice, matching, gap-fill, and word formation items on learners’ L2 vocabulary performance and to gather learners’ views about these item types in vocabulary assessment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and who were the participants?",{"text":117,"@type":113},"The study used convenience sampling with 30 Turkish freshmen in a General English course at a state university.",{"name":119,"@type":110,"acceptedAnswer":120},"Which item types were considered easier or more difficult by participants?",{"text":121,"@type":113},"Participants reported that multiple-choice and matching items were easy to understand and answer, while gap-fill and word formation items were considered difficult for several reasons.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},493070,1791829800,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},34359740700684,"https://ap-avatar.wpscdn.com/avatar/1f400023980c374ae676?_k=1777273430885731487","LUBLIN STUDIES IN MODERN LANGUAGES AND LITERATURE,  \n43(3), 2019, [HTTP://LSMLL.JOURNALS.UMCS.PL](HTTP://LSMLL.JOURNALS.UMCS.PL)  \nFerit Kılıçkaya  \nBurdur Mehmet AkifErsoy University, Turkey  \n[ferit.kilickaya@gmail.com](ferit.kilickaya@gmail.com)  \n[https://orcid.org/0000-0002-3534-0924](https://orcid.org/0000-0002-3534-0924)  \nAssessing L2 vocabulary through multiple-choice, matching, gap-fill, and word formation items  \nABSTRACT  \nThe current study aims to determine the effect of multiple-choice, matching, gap-fill and word formation items used in assessing L2 vocabulary on learners’ performance and to obtain the learners’ views regarding the use of these types of items in vocabulary assessment. The convenience sampling method was selected, and the participants of the study included 30 freshmen enrolled in the General English course offered in the Department of Public Administration at a state university in Turkey. The main findings revealed that the participants considered the multiple-choice and matching items were easy to understand and to answer and that gap-fill and word formation items were difficult due to several reasons.  \nKeywords: assessing vocabulary, multiple-choice, matching, gap-fill,, word formation  \n1. Introduction  \nVocabulary assessment is an indispensable aspect of language teaching as Nation (2008) clearly indicates the aim of vocabulary assessment is “to work out what needs to be taught, to monitor and encourage learning, to place learners in the right class, to measure learners’ achievement by giving a grade, and to measure learners’ vocabulary size or proficiency” (p. 144) . Teachers need to determine to what extent the words that they taught have been mastered by the students both receptively and productively. However, like assessing other language skills and components, L2 vocabulary assessment poses a challenging task for language teachers due to several reasons (Shen, 2003) . One is that the assessment format, technique or task used in the assessment practices may have a beneficial or harmful effect on learners’performance. Another reason is that preparing appropriate items for different formats for vocabulary assessment requires knowledge and expertise since each might have several advantages and disadvantages.  \nDOI: 10. 17951/lsmll.2019.43.3.155-166  \nOne of the major issues for learners regarding L2 vocabulary is producing the words in addition to recognizing it (McCarthy, O’Keeffe, & Walsh, 2010) . While recognizing words includes differentiating words from others and recalling the meaning, producing the words might pose serious issues since it includes not only forming and writing words but also recalling the meaning. In order to overcome these issues, in teacher education programs and in-service language teachers arepresented, taught and asked to practice several formats or techniques to assess vocabulary receptively and productively (Ur, 2012). Moreover, in-service training programs also include these formats or techniques to keep the in-service teachers up to date with vocabulary assessment. Of these, multiple-choice (MC), matching, gap-fill and word formation (WF) formats (Heaton, 1990; Hughes, 2003; Brown, 2005; Brown & Abeywickrama, 2010; Bailey & Curtis, 2015) are among the most commonly used items in the language classrooms, in the nation-wide and worldwide conducted exams such as Cambridge English: First (FCE) .  \n2. Formats to Assess vocabulary  \nThe formats to assess vocabulary can be divided into two kinds: recognition based items and productive based items (Heaton, 1990; Hughes, 2003; Brown, 2005; Riahi, 2018) . Recognition based or oriented items include the most common items such as MC and matching, while productive ones include items such as gap-fill and cloze tests (Brown & Abeywickrama, 2010; Bailey & Curtis, 2015; Brown & Trace, 2017) . These types of formats are considered much more challenging and demanding for the learners as they have to consider the meaning of the ","cbCaihCBBJjncXrd","https://ap.wps.com/l/cbCaihCBBJjncXrd","pdf",360307,12,"English","# Introduction\n## Vocabulary assessment and challenges\n# Formats to assess vocabulary\n## Recognition-based vs productive-based items\n## MC format\n## Matching format","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To examine the effect of multiple-choice, matching, gap-fill, and word formation items on learners’ L2 vocabulary performance and to gather learners’ views about these item types in vocabulary assessment.\"},{\"question\":\"How was the study conducted and who were the participants?\",\"answer\":\"The study used convenience sampling with 30 Turkish freshmen in a General English course at a state university.\"},{\"question\":\"Which item types were considered easier or more difficult by participants?\",\"answer\":\"Participants reported that multiple-choice and matching items were easy to understand and answer, while gap-fill and word formation items were considered difficult for several reasons.\"}]","Assessing L2 vocabulary through multiple-choice, matching, gap-fill, and word formation items | PDF",1790874620]