Three Dynamic Methods of Assessing the Reading Comprehension of ESL/EFL Learners

Oct 15, 2026

Uploaded by Levi

Reading comprehension is presented as a complex cognitive process of decoding symbols into meaning, shaped by the reader’s prior knowledge, experiences, attitude, and culture. The article argues that assessing second-language (L2) comprehension requires accurate, integrative measurement beyond generic similarity among existing methods. It introduces and evaluates three common assessment approaches—multiple-choice tests, written recall protocols, and cloze reading tests—by discussing their strengths and weaknesses and their alignment with modern L2 reading theories.

LanguageEnglish

CategoryExam

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Written Recall Protocol Method

Procedure and evaluation steps

Multiple-Choice Test Method

Cloze Reading Test Method

Strengths and Weaknesses Across Methods

Feature Article Three Dynamic Methods of Assessing the Reading Comprehension of ESL/EFL Learners Aaron David Mermelstein National University of Kaohsiung Abstract Reading is a complicated cognitive procedure of deciphering symbols to create meaning. It’s a complicated relationship that the reader has with the text and is lead by a reader’s previous knowledge, experiences, attitude, and culture. Second language (L2) reading comprehension is perhaps a more complicated procedure and there’s a need to ensure that L2 reading comprehension is being properly and accurately assessed. Currently, there are several different authentic assessment methods in practice (i.e. Author, 2015), but most others are similar in nature and used for similar purposed. This article offers a brief introduction and an objective discussion regarding the strengths and weaknesses ofthree ofthe most common methods to assessing reading comprehension: the multiple-choice test, the written recall method, and cloze reading tests. Key words Reading comprehension, multiple-choice test, written recall protocol, cloze test Introduction In the field of education, reading is one of the most frequently assessed skills (Collins, & Lindström, 2021; Sweet & Snow, 2013; Wixson & Peters, 1987), with the primary goal of reading being comprehension (Collins, & Lindström, 2021; Farr & Carey, 1986; Sweet & Snow, 2013) . Johnstron (1983) suggests that there are two views of comprehension: a process or a product, and describes it as a process where comprehension is seen as the change in, or state of, knowledge which has occurred. As a product, it is viewed as the process by which the change, or state, comes about. Most modern assessments of reading comprehension assume that comprehension comes from the outcome of the reader’s interrelationship with a text (Meyers, 1991; Perkins & Parish, 1988; Seda, 1989; Sternberg, 1991) . This correlates with both the top-down and interactive methods to reading, where the reader, rather than the text, is at the center of the reading activity (Nunan, 1991) . A product of reading comprehension can be measured by asking readers to answer questions about the text (Johnston, 1983) . However, examining a complicated and rigorous procedures involving second language (L2) reading comprehension is not always an easy task. Bernhardt (1991) states "if a testis to adequately assess L2 reading ability it must acknowledge the status of the reader's knowledge base," and "a successful assessment mechanism must be integrative in nature"( p.193) . Three of the most common methods of assessment in reading comprehension are the multiple-choice test, the written recall method, and the cloze reading test, which are discussed below. Written Recall Protocol Method The written recall method is now used more often in L2 reading studies for the method of assessing comprehension (Bassey, & Vogt, 2022; Dixon, Oxley, Gellert, & Nash, 2022) . The recall procedure is a simple tool where the final tally comes from the summing of the individual propositions properly recalled. Therefore, item and reliability analyses compared with the ones analyzing multiple-choice tests are recommended be done on recall procedures. However, in first language (L1) and L2 reading research, there seems to be an agreement that the recall of texts is a valid and integrative method to assess the process of reading comprehension (e.g. Bernhardt, 1983, 1991; Brantmeier, 2016; Carr, 2011; Hammadou, 1991; Johnston, 1983; Lee, 1990; Heinz, 1993) . Bernhardt (1991) contends that the written recall method is a well-grounded measurement of reading comprehension because it reflects modern L2 theories (e.g. the constructivist model) . First language and L2 research has shown that free recall does provide valid information (Carrell, 1993; Clark, 1982, Lee, 1990), and Johnston (1983) believes that the recall method is a direct method of assessing the text-reader interaction. The recall m

FAQs

Why is assessing L2 reading comprehension considered more complex than general reading assessment?

L2 comprehension depends on the reader’s knowledge base and on integrative factors. The article emphasizes that accurate assessment must reflect how learners interact with text, not just surface performance.

What does the written recall protocol method measure in reading comprehension?

It measures comprehension through propositions that learners recall from the text. The method is described as integrative and grounded in modern L2 theories, and it avoids issues tied to multiple-choice guessing.

How is the immediate recall procedure for the written recall method carried out?

A text of about 200 words is selected, learners read and then remove the text, write what they can recall, and their protocols are collected and evaluated. The article outlines a six-step sequence for this process.

Oct 15, 2026

Uploaded by Levi