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Sixteen nonnative English-speaking university students completed both formats and provided retrospective verbal reports through interviews. Results show that, during source-text processing, learners built text and situation models for general comprehension and deeper textual understanding. When answering, question-answering processes reflected the test format, and interactive processing style differed by MCQ versus SAQ. Findings support using varied assessment formats in instruction and test design.",{"@graph":69,"@context":126},[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/reading-in-a-foreign-language-october-2021-volume-33-issue-2-exploring-task-completion-processes-in-l2-reading-assessments/158268/",{"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/reading-in-a-foreign-language-october-2021-volume-33-issue-2-exploring-task-completion-processes-in-l2-reading-assessments/158268.png","ImageObject",300,407,{"name":92,"@type":93},"Ava Thompson","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To compare the processes second language learners use when completing reading tasks in MCQ versus SAQ formats.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants and tasks organized?",{"text":117,"@type":113},"Sixteen nonnative English-speaking students completed both MCQ and SAQ English reading tasks, then produced retrospective verbal reports through semi-structured interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about students’ processing during comprehension?",{"text":121,"@type":113},"Students constructed text and situation models to achieve general understanding and to deepen textual understanding, and their question-answering processes were shaped by the task format.",{"name":123,"@type":110,"acceptedAnswer":124},"How did MCQ and SAQ differ in learners’ interactive processing styles?",{"text":125,"@type":113},"Learners employed different interactive processing styles depending on whether they were completing MCQ or SAQ tasks.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},158268,1787998538,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":133,"read_time":148,"preview_page_count":4},1649267921044,"https://us-avatar.wpscdn.com/avatar/1800007509477c92dfb?_k=1786009248482753345","Reading in a Foreign Language October 2021, Volume 33, No. 2  \nISSN 1539-0578 pp. 168–190  \nExploring Task-completion Processes in L2 Reading Assessments: Multiple-choice vs. Short-answer Questions  \nRay J. T. Liao  \nUniversity of Iowa  \nUnited States  \nAbstract  \nThis study was to compare the processes that second language learners implemented when completing reading tasks in a multiple-choice question format (MCQ) with those in a short-answer question format (SAQ) . Sixteen nonnative English-speaking students from a large Midwestern college in the United States were invited to complete MCQ and SAQ English reading tasks and then to engage in retrospective verbal reporting and semi-structured interviews. Results showed that when processing information in the source texts, students constructed text and situation models to (a) obtain a general understanding of the texts and (b) deepen their textual understanding. As students answered the comprehension questions, their question-answering processes were informed by the test format itself. Moreover, students employed different styles of interactive processing depending on whether they were completing MCQ or SAQ tasks. The implications of the study encourage test developers and teachers to implement a variety of test formats when possible.  \nKeywords: test format, multiple-choice questions, short-answer questions, L2 reading assessment, reading processes, interactive processes, writing about reading  \nThe two most common test formats used to assess second language (L2) reading proficiency are multiple-choice questions (MCQs) and short-answer questions (SAQs) . In the MCQ format, test takers are given comprehension questions that provide prescribed options, from which the best answer should be chosen. Rather than offering prescribed options, the SAQ format requires test takers to answer comprehension questions by constructing two to three sentences based on their understanding of the reading passage. MCQs are usually preferred over SAQs because they require less rating time, have no issue regarding interrater reliability, and offer extensive content coverage (Plakans & Gebril, 2015; Qian & Pan, 2013) . Because of the popularity of MCQs, researchers have paid more attention to investigating the effects of MCQs than of SAQs. The present study was thus designed with the purpose of comparing the completion processes elicited by MCQ and SAQ test-response formats. Identifying how MCQs and SAQs differ in terms of the completion process has valuable implications, not only for L2 teaching but also for large-scale and classroom assessments.  \nReview of Relevant Research  \nCompletion processes in MCQ andSAQ reading tasks  \nA number of researchers have studied the completion process typical of MCQ reading tasks alone. In a study of 28 English learners in Denmark, Dollerup et al. (1982) interviewed learners about their question-answering processes and found that MCQ reading tasks generally involve two types of reading processes: macro- (obtaining the main idea of a text via a quick reading) and micro- (decoding specific information) levels. To gain a deeper insight into how test takers complete MCQ tasks, Anderson et al. (1991) used verbal reporting to explore strategies implemented by 28 English as a second language (ESL) students when completing MCQ reading tasks. The researchers classified the participants’strategies into five categories: supervising strategies (e.g., recognizing a loss of concentration), support strategies (e.g., skipping unknown words), paraphrase strategies (e.g., translating into first language), test-taking strategies (e.g., random guessing), and strategies for establishing coherence in the text (e.g., using contextual clues to interpret a word or phrase). Among these categories, the test-taking strategy was the most expansive in that it incorporated a wide range of strategies used more frequently than those of other categories. This was especially the case when students ","cbCaif2hAo9sqAic","https://ap.wps.com/l/cbCaif2hAo9sqAic","pdf",371749,23,"English","# Abstract\n# Exploring Task-completion Processes in L2 Reading Assessments: Multiple-choice vs. Short-answer Questions\n# Review of Relevant Research\n## Completion processes in MCQ and SAQ reading tasks","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To compare the processes second language learners use when completing reading tasks in MCQ versus SAQ formats.\"},{\"question\":\"How were participants and tasks organized?\",\"answer\":\"Sixteen nonnative English-speaking students completed both MCQ and SAQ English reading tasks, then produced retrospective verbal reports through semi-structured interviews.\"},{\"question\":\"What did the results show about students’ processing during comprehension?\",\"answer\":\"Students constructed text and situation models to achieve general understanding and to deepen textual understanding, and their question-answering processes were shaped by the task format.\"},{\"question\":\"How did MCQ and SAQ differ in learners’ interactive processing styles?\",\"answer\":\"Learners employed different interactive processing styles depending on whether they were completing MCQ or SAQ tasks.\"}]","Reading in a Foreign Language October 2021 - Volume 33 - Issue 2 - Exploring Task-completion Processes in L2 Reading Assessments | PDF",58]