Examining the L2 reading comprehension ability of adult ELLs: Developing a diagnostic test within the cognitive diagnostic assessment framework.

Autor/inn/en	Toprak, Tugba Elif; Cakir, Abdulvahit
Titel	Examining the L2 reading comprehension ability of adult ELLs: Developing a diagnostic test within the cognitive diagnostic assessment framework.
Quelle	In: Language testing, 38 (2021) 1, S. 106-131Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Abbildungen 4; Tabellen 3
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0265-5322; 1477-0946
Schlagwörter	Empirische Forschung; Diagnostischer Test; Fremdsprachenunterricht; Englischunterricht; Leseverstehen; Türkei
Abstract	Cognitive diagnostic assessment (CDA) has been applied to language assessment in a number of studies in which a diagnostic classification model (DCM) was retrofitted to the results of a non-diagnostic assessment. However, the need to apply CDA through utilization of an inductive rather than a retrofitted approach has been a recurrent theme in these studies. Thus, this study aimed to develop a diagnostic L2 reading comprehension test in English to investigate adult examinees' reading performances in an EFL (English as a Foreign Language) academic setting. The test was based on a cognitive model of L2 reading comprehension and was administered to a sample of 1058 examinees across Turkey. The results were analyzed using log-linear cognitive diagnosis modeling (LCDM), which is one of the general DCM families subsuming other core DCMs. The findings of the study indicated that obtaining fine-grained diagnostic information about examinees' performances in a given domain would be possible by coupling an adequate understanding of the construct with a CDA framework. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2