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Does the testing method make a difference? The case of reading comprehension

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References

1979The Cloze Procedure and Proficiency in English as a Foreign Language215 cited

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2005PROGRESS AND PROCRASTINATION IN SECOND LANGUAGE READING293 cited
1991What Does Language Testing Have to Offer?207 cited
2007Learner‐Based Factors in L2 Reading Comprehension and Processing Grammatical Form: Topic Familiarity and Working Memory198 cited
1998Using G-theory and Many-facet Rasch measurement in the development of performance assessments of the ESL speaking skills of immigrants194 cited
1995Investigating variability in tasks and rater judgements in a performance test of foreign language speaking190 cited
2010Understanding Advanced Second-Language Reading180 cited
2001Research on Direct versus Translated Writing: Students' Strategies and Their Results169 cited
2003Does gender make a difference? Passage content and comprehension in second language reading146 cited
1993A Comparison of Assessment Tasks Used to Measure FL Reading Comprehension142 cited
2002Method effects on reading comprehension test performance: text organization and response format137 cited
1998What do tests of listening comprehension test? - A retrospection study of EFL test-takers performing a multiple-choice task130 cited
1998Relationships between learning patterns and attitudes towards two assessment formats125 cited

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2009

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

124 cited

1995Deriving oral assessment scales across different tests and rater groups123 cited

2013English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions118 cited

1993To Simplify or Not to Simplify116 cited