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

Toprak T. E., Cakir A.

LANGUAGE TESTING, cilt.38, sa.1, ss.106-131, 2021 (AHCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 38 Sayı: 1
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1177/0265532220941470
  • Dergi Adı: LANGUAGE TESTING
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Communication & Mass Media Index, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
  • Sayfa Sayıları: ss.106-131
  • Anahtar Kelimeler: Cognitive diagnostic assessment, diagnostic classification modeling, L2 reading assessment, L2 reading comprehension, log-linear cognitive diagnosis modeling, Q-MATRIX, CLASSIFICATION MODELS, RULE-SPACE, VALIDITY, TEXT
  • Gazi Üniversitesi Adresli: Evet

Özet

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.