نمایش مختصر رکورد

dc.contributor.authorQaracholloo, Mahmouden_US
dc.contributor.authorGhorbani, Mohammad Rezaen_US
dc.contributor.authorGhiasvand, Farhaden_US
dc.date.accessioned1399-07-09T03:20:01Zfa_IR
dc.date.accessioned2020-09-30T03:20:01Z
dc.date.available1399-07-09T03:20:01Zfa_IR
dc.date.available2020-09-30T03:20:01Z
dc.date.issued2015-02-01en_US
dc.date.issued1393-11-12fa_IR
dc.date.submitted2016-04-05en_US
dc.date.submitted1395-01-17fa_IR
dc.identifier.citationQaracholloo, Mahmoud, Ghorbani, Mohammad Reza, Ghiasvand, Farhad. (2015). The Effect of Various Testing Conditions on Long-Term Retention of Reading Materials: The Case of Initial and Delayed Test Types, and Feedback on Test. Journal of Modern Research in English Language Studies, 2(1), 118-101.en_US
dc.identifier.issn2676-5357
dc.identifier.issn2676-5985
dc.identifier.urihttp://jmrels.journals.ikiu.ac.ir/article_792.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/238462
dc.description.abstractThis study investigated various testing conditions for their influence on long-term retention of reading materials. To do so, 84 English as Foreign Language (EFL) learners were randomly selected from a total of 746 and were randomly divided into two equal groups to participate in two experiments. In each experiment, the participants studied some texts and participated in some initial testing conditions before taking a 10-day delayed final exam. The testing conditions of the first experiment were 1) study + simultaneous open-book test, 2) study + open-book test, 3) study + closed-book test + feedback, 4) study + closed-book test, 5) no study no test, and 6) study with no test. The second phase was a replication of the first 5 testing conditions of the first phase accompanied by 3 more conditions, namely, 6) study + study, 7) study + study + study, 8) study + study + study + study. Analysis of variance results showed that different test types, feedback on test, and restudying could differently influence long-term retention. It was found that feedback on test had the highest effect on retention. Similarly, taking a test after study was more influential than restudying. Finally, open-book testing worked better than closed-book testing.en_US
dc.format.extent389
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherImam Khomeini International Universityen_US
dc.relation.ispartofJournal of Modern Research in English Language Studiesen_US
dc.relation.ispartofپژوهش‌های نوین در مطالعات زبان انگلیسیfa_IR
dc.subjectclosed-book testen_US
dc.subjectopen-book testen_US
dc.subjectclosed-book test plus feedbacken_US
dc.subjectinitial study perioden_US
dc.subjectand retentionen_US
dc.titleThe Effect of Various Testing Conditions on Long-Term Retention of Reading Materials: The Case of Initial and Delayed Test Types, and Feedback on Testen_US
dc.typeTexten_US
dc.contributor.departmentPhD candidate of TEFL at Allameh Tabataba'i University of Tehranen_US
dc.contributor.departmentAssistant professor of TESL at University of Bojnorden_US
dc.contributor.departmentMA student of TEFL at Allameh Tabataba'i University of Tehranen_US
dc.citation.volume2
dc.citation.issue1
dc.citation.spage118
dc.citation.epage101


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