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Eighty-five nonnative English speakers living in the US completed online measures across three context levels with 30 items total: matching, sentence-level gap filling, and rational-delete cloze. Results show significant differences by context and English proficiency, while native language shows no effect. Seventeen participants also performed a think-aloud protocol to reveal test-taking strategies.",{"@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/vocabulary-assessment-with-varying-levels-of-context-a-replication-study/597899/",{"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/vocabulary-assessment-with-varying-levels-of-context-a-replication-study/597899.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study test different levels of context in vocabulary assessment?","Question",{"text":112,"@type":113},"Participants completed three test formats corresponding to three context levels: matching, sentence-level gap filling, and rational-delete cloze.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What variables were analyzed to explain test scores?",{"text":117,"@type":113},"Scores were analyzed for mean differences, including native language differences and English proficiency level.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the think-aloud part of the study add?",{"text":121,"@type":113},"A subset of participants completed a think-aloud protocol during the test, and their responses were analyzed descriptively to understand test-taking strategies.","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},597899,1792192028,{"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":19,"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":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Vocabulary Assessment With Varying Levels of Context: A Replication Study  \nThis replication study investigates how the level of context in vocabulary assessment affects the scores on tests of American idioms. Using Uçkun’s methodology of 3 tests with 3 levels of context, 85 participants varying in level from high-beginner to advanced took an online test consisting of 30 questions, 10 questions for each level of context. The tests were matching, sentence-level gap filling, and rational-delete cloze. The participants were nonnative speakers of English living in the US. The scores were analyzed for mean differences and in regard to differences in native language and English proficiency level. No significant differences were seen for native language, but there were significant differences for context level and proficiency level. As an exploratory part of the study, 17 of the participants were asked to perform a think-aloud protocol task while taking the test. Their responses were recorded and analyzed descriptively for insight into test-taking strategies.  \nIntroduction  \nWith the rise of international tests of English proficiency  \nand the increasing numbers of English as a foreign lan  \nguage (EFL) speakers and English as a second language (ESL) speakers, a need has arisen to create tests that accurately assess the skills of students. In the world of foreign language learning, assessment is often at the forefront of discussion because assessment is the only measure that teachers, administrators, and students have to gauge a student’s proficiency. With the recent trends toward alternative assessments and macro-skills versus discrete-skills testing, the question arises as to what subcomponents of language are necessary to assess. Reading comprehension, writing ability, and speaking and listening ability, as part of the core learning curriculum, are accepted as necessary testing fields. But vocabulary, as a micro skill, has received less attention in both language teaching and assessment. Vocabulary acquisition has been linked to success in reading (McQueen, 1996;  \nThe CATESOL Journal 25.1 • 2013/2014 • 1  \nQian, 2008), writing (Arnaud, 1992; Laufer & Nation, 1995), and general language proficiency (Meara & Jones, 1988) . As Wilkins (1972) says, “While without grammar very little can be conveyed, without vocabulary nothing can be conveyed”(p. 111). Thus, vocabulary is the elemental form of communication and should be treated as a necessary part of language learning, and as such, at some point, vocabulary will need to be assessed.  \nSince vocabulary seems to be so elementary to so many language skills, the question then arises as to how educators should be testing vocabulary as a means of economically indirectly testing other skills. Vocabulary can be tested in many ways, with varying amounts of context. In recent years, there has been a push to test vocabulary in context because concerns about positive washback, or backwash (i.e.,“the effect that tests have on learning and teaching” [Hughes, 1989, p. 53]), are on the rise (Read, 2007) . The communicative language teaching method is replacing more grammar-based, decontextualized teaching and as a result, researchers are calling for tests to match teaching methods. Yet research on the matter is still incomplete, and only a handful of studies have empirically tested how much context is appropriate (Qian, 2008; Uçkun, 2008) .  \nUçkun’s study (2008) found that in vocabulary assessments that used different levels of context, statistically significant differences in test scores were seen between tests with no context (matching) and texts with high context (rational-delete cloze) for some groups, but there was no significant difference for matching and sentence-level gap filling. Her study, conducted in an EFL context, is valuable to the field of vocabulary assessment but still leaves some questions unanswered. If researchers in the field of vocabulary assessment are pushing for a commun","cbCaib2eFzKNqzK8","https://ap.wps.com/l/cbCaib2eFzKNqzK8","pdf",559397,23,"English","# Introduction\n## Literature Review\n### What Does It Mean to “Know” a Word?","[{\"question\":\"How does the study test different levels of context in vocabulary assessment?\",\"answer\":\"Participants completed three test formats corresponding to three context levels: matching, sentence-level gap filling, and rational-delete cloze.\"},{\"question\":\"What variables were analyzed to explain test scores?\",\"answer\":\"Scores were analyzed for mean differences, including native language differences and English proficiency level.\"},{\"question\":\"What does the think-aloud part of the study add?\",\"answer\":\"A subset of participants completed a think-aloud protocol during the test, and their responses were analyzed descriptively to understand test-taking strategies.\"}]","Vocabulary Assessment With Varying Levels of Context - A Replication Study | PDF",1792085913,58]