The I Don't Know Option in the Vocabulary Size Test
Bibliographic Data
| ID | 10817653 |
|---|---|
| Authors | Xian Zhang (0000-0002-5841-6899, Guangdong University of Foreign Studies Guangdong China, corresponding author) |
| Year | 2013 |
| Volume | 47 |
| Issue | 4 |
| Pages | 790-811 |
| Publication date | 2013-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.98 |
| OpenAlex | W2136035802 |
| Language | EN |
| Citations received | 23 |
| References cited | 21 |
The current study evaluates guessing behaviors in a vocabulary size test ( VST ) and examines whether including an I don't know in a VST may have an impact on the results of the test. One‐hundred‐fifty first‐year students at a university in China took part in the study. They were randomly assigned to three groups. Each group took a different version of the VST : the original VST , the VST with an I don't know option, and the VST with an I don't know option and a penalty instruction. After the VST , a reading comprehension test (used as a distraction) and a meaning recall task were administered to all participants. Comparing the results of the VST and the recall task, it was found that guessing behaviors can be influenced by factors such as vocabulary frequency level, partial knowledge, and the multiple‐choice options. Results also indicate that the I don't know option not only reduced the number of guesses but also discouraged partial knowledge. Whether to include the I don't know option and the penalty instruction depends on how the test is to be used
Cognitive psychology · Comprehension · Distraction · Linguistics · Mathematics education · Meaning (existential) · Need to know · Reading (process) · Reading comprehension · Recall · Task (project management) · Test (biology) · Vocabulary · Computer Science · Engineering · Natural Language Processing Techniques · Philosophy · Psychology · Second Language Acquisition and Learning · Social Psychology · Text Readability and Simplification
Vocabulary knowledge and reading proficiency in extramural L2 English among Escapers in Norway and Flanders
How many L2 word meanings can learners recall? A latent trait approach to vocabulary size estimation
Exploring the learning burden and decay of foreign language vocabulary knowledge
The VocabLab tests
Extensive viewing and L2 vocabulary learning
K-LEx-Mc
The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge
Assessing vocabulary size through multiple-choice formats
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Limitations of Size and Levels Tests of Written Receptive Vocabulary Knowledge
Estimates of individual differences in vocabulary size in English
The relationship of four variants of the Vocabulary Size Test to a criterion measure of meaning recall vocabulary knowledge
Poznavanje pogostih splošnih besed v slovenščini med govorci slovenščine kot drugega in tujega jezika
Using confidence intervals to determine adequate item sample sizes for vocabulary tests
A Context-Aligned Two Thousand Test
A Serial Multiple‐Choice Format Designed to Reduce Overestimation of Meaning‐Recall Knowledge on the Vocabulary Size Test
Is “I Don't Know” a Viable Answer Choice on the Vocabulary Size Test
Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts
How Is Vocabulary Learnt? An Acquisitional Sequence of L2 Word Knowledge
Undesirable Difficulty of Interleaved Practice
Teaching and learning vocabulary
Learning Vocabulary in Another Language
Researching Vocabulary
Assessing Vocabulary
Assessing Second Language Vocabulary Knowledge
Lexical Coverage of Spoken Discourse
The Effects of Repetition on Vocabulary Knowledge
Examining the Yes/No vocabulary test
Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test
The Yes/No test as a measure of receptive vocabulary knowledge
Examining the Yes/No vocabulary test
A Rasch-based validation of the Vocabulary Size Test
Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test
An alternative to multiple choice vocabulary tests
Estimating Guessing Effects on the Vocabulary Levels Test for Differing Degrees of Word Knowledge
Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance
| Unique citing works | 23 |
|---|---|
| Citations per year | 2,09 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |