A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats

By Yo In’nami, R. Koizumi. 2009

121 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/a0f2ac269cf40922207b8cc7f52e2e85a3680622

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Luke Plonsky
2. F. Oswald
3. Tineke Brunfaut
4. Andrea Révész
5. Dan Brown
6. Shaofeng Li
7. Youjin Kim
8. T. Cobb

In Language and Linguistics

1. Luke Plonsky
2. F. Oswald
3. Tineke Brunfaut
4. Andrea Révész
5. Dan Brown
6. Youjin Kim
7. Shaofeng Li
8. T. Cobb

Citations in the corpus

• The Role of Task and Listener Characteristics in Second Language Listening. (2015, background): “For example, In’nami and Koizumi’s (2009) meta-analysis of the effect of multiple-choice versus open-ended questions on L2 listening performance indicates that multiple-choice formats are easier. Jensen et al. (1997) found an association between more difficult listening items and lengthy, multiplewo”
• Meta-analysis in Second Language Research: Choices and Challenges (2010, methodology): “Only five meta-analyses in SLA appear to have mentioned the choice of model: In’nami and Koizumi (2009) used a mixed effects model; Taylor, Stevens, and Asher (2006), Li (2010), and Goo et al. (2009) calculated meta-analytic d values for both FE and RE models; and Norris and Ortega (2000) chose the…”