Hi, Nadd.
On my last note, being in a hurry to
leave, I broke my standard format of replying by forgetting to type beneath all
pertinent texts. Let me see what I missed:
> Like C-tests, the MC-tests
resulted in a good test even though it is harder to fill in the missing
parts. What do you think?
>>> I think that this reverse
format is a fine substitute for the conventional cloze or even L-tests,
but not as good as the C-Test for teaching grammar. With the exception of the
prefixes, grammar affects the word endings, not the beginnings. So, for
vocabulary learning, my vote is for MC; for all else, I vote for the C-tests.
> There are also the S-tests which
the professor created; that is, the S1-tests determine to delete only content
words and the S2-test deletes the function words. (S is short from
semantic and syntactic). He is still working on his new versions at NIDA.
>>> I think I already
addressed this when I pointed you to the [Lists] features on my (our?) site.
Any one of the [Research] lists could be used for these or any other category
of words by simply uploading a complete list and leaving them. The
program would then simply delete only those words during test
creation, when that box is checked.
> After finishing my Master's, I
conveyed my intent to do a research using either C-tests or MC-tests.
Eventually, I had lots of supports from previous studies to conduct my
research using C-tests as my major tool. And after searching on the net,
I could contact Prof Raatz and then luckily to meet you as another of my key
network associate.
> Obviously, there are problems I
encountered and I questioned Prof Raatz whether the C-test can be
implemented to assess Reading Comprehension regardless of other
skills. He insists that it evaluates integrated skills. Thus I
am adjusting my research title to assessing undergraduate students'
English proficiency; instead of reading comprehension. What do you
think?
>>> As I already said, I agree
with Dr. Raatz on this. The variable here would be the type of texts that you
upload. When you use just chapter summaries or any other single format, it will
not be as integrated as it will be when you use a variety of texts, including
lots of E:P:N conversations on content-based texts, which is what I intend to
stay busy doing (creating) for the next many years. :-)
> I see from your tests in sentence
levels that you focus on reading. However, when I did the tests on grades
2 and 3, which are supposed to be easy, I couldn't fill in some of the
words. I think the passages contained some cultural background, and some
language features in which East varies from West. Don't you think?
>>> There is no way to totally
avoid that. However, since teachers who start using our site will probably work
out of their own directory anyway, each can take out whatever they deem to be inappropriate
for their learners. Personally, I see no problem with occasional territorial
texts, because a good online dictionary will help with the restoration.
Besides, like you saw when I sent you the emails I received from your
restoration attempts, the words you missed were not really territorial terms. I
think it's good to struggle. The joy of occasionally restoring all of the words
makes up for the frustration of missing simple ones. Also, during the CALL2006
symposium in
> I am searching for 4-6 authentic
texts to create 25 second half word deletion each. I used
to encourage people that this kind of test is easy to construct. Now, I
found that it is not easy to find appropriate texts as some authentic
texts are too English which L2 learners are not familiar with the
word used. What is your suggestion?
>>> Do you like the ones that
Babaii had in his study? They are on my site at http://clozeonline.us/Babaii.htm.
The ones I used for the study at CMMS are at http://clozeonline.us/Research/pilot-A.htm.
At the bottom of this one are the two other versions
of the same texts.
> After gaining all the texts done,
I am supposed to implement the texts on computer. At this stage,
please give me ideas how I could make use of the computer program.
>>> No problem. When you have
settled on what texts to use, simply type them in the format of
: (I'll catch you down below.)
--------------------------------------------------------------------
1) From "Arthur Writes a
Story" by Marc Brown.
On Thursday, everyone at the Sugar Bowl was talking about their stories.
"Last year, a kid wrote a country-western song for her story," said
Prunella. "And she got an A+."
"How do you know?" asked Arthur.
"That kid was me," explained Prunella. "Mr. Ratburn said I
should send it to a record company. It was that good."
"Wow!" said Arthur. "That's great."
>>>
2) From "Arthur Writes a Story" by Marc Brown.
"I'd like to hear that story," said Mr. Ratburn.
"The title was 'How I Got My Puppy Pal,'" said Arthur.
Arthur told how proud he was of his pet business and how scared he was when she
disappeared. And he told how happy he was to find her under his bed and how
surprised he was to see her three puppies.
"And the best part," said Arthur, "I got to keep one!"
>>>
3) From "Marta's Magnets" by Wendy Pfeffer.
Her mirror was hidden by chains made of gum wrappers. On her desk sat a ball of
string, the size of a soccer ball, and a shoe box full of magnets.
Colleen,
"Yeah!" agreed
"My collections are not junk. They're my treasures," said Marta,
sorting through her magnets, trying to ignore Rosa and Colleen.
>>>
4) From "Marta's Magnets"
by Wendy Pfeffer.
Marta found the bar magnets from a birthday grab bag. She saw the magnets she'd
cut from the bottom of an old shower curtain. And she picked up the horseshoe
magnet that she had saved from an old science kit. But Marta's favorite was the
truck-shaped magnet a pizza delivery boy had given her. She stuck it in her
pocket.
>>>
5) From "Marta's Magnets" by Wendy Pfeffer.
Five floors down a bunch of kids were playing in the street. Marta had walked
past them that morning. But they didn't speak to her. Two boys were kicking a
can. Three girls were jumping rope. Marta listened to the girls' singsong
rap-like chant.
"One potato, two potato, three potato, four.
Jump to the window. Jump to the door.
Five potato, six potato, seven potato, eight.
Jump to the garden. Jump to the gate."
-----------------------------------------------------------
> If things come true, I would be
able to convey my main study next semester with 90 students divided into 3
groups; low, mid and high to see the different results among groups
and I will do error analysis, investigate students' attitudes towards the
test and learn their test taking strategies. I am certain
that when my research proposal is completed, I will send you so you
can see what is going on and can give me comments.
>>> Sounds good. I look
forward to following your progress.
Sincerely,
Joe
Now you owe me a couple of comments on
what I've done so far for the E:P:N classroom
project (using C-Tests, of course). The last page of the PPT file has links to
the rest of the project. http://www.clozeonline.us/EPN_classroom.ppt#9.
BTW, to help explain why the C-Test is
not mentioned more often: In selling, one should not focus on what one
wishes the client to buy (in our case, the C-Test), but on a peripheral issue
(in this case, the E:P:N classroom), which we don't really
care if they use. In the dance business, I always tried to sell a $25 film of
their dancing during their next recital. They usually said NO, but had they not
been able to say NO to the film, they would probably have said NO to the
recital and the buying of lessons to get there. People are funny that way.
Yes, most have this strange need to say
NO to change . . . at least life's Electrons do not respond well to a proposal
for change. Have you figured out yet what you are in this atomic scheme of
things? I know I am a neutron through and through. I have learned to run the
show like a Proton, and I have learned to be a responsible employee, an Electron,
but given the choice, I would much rather just coach others in their quest for
joy and happiness. What have you done that you enjoyed the most? What would
your ideal job consist of? What would you like on your tombstone one day?
:-)
Knowing this would help me greatly in
the balanced structuring of our inner sanctum of this global outreach project.
Like the E:P:N classroom has, we'll need about 15 P's, 15
E's, and 15 N's distributed over ten to twelve groups. You, somewhere along the line,
need to speak up whether you wish to work in a group of 3 or 6 to
function at your best. Probably Dr. Raatz should be in some capacity "on
your team" (if you are a 'P') or "on the same team as you"
(if you are an 'E' or 'N'). Yes, semantics are very important when it comes to
successful business operations. We want to do everything we can to role model
"unity through diversity" rather than foster the foolish notion that
we can build a world in which everyone thinks alike. It cannot happen. It must
not happen.
Using E:P:N classrooms will help assure
that at least our youngsters will grow to learn, firsthand, that a diverse team
that brags on one another and supports each other's expertise (like the offence
and defense in a ball game) has advantages far greater than those who
don't. Applied to the use of C-tests on a weekly basis, I have no doubt that teams
of any size have an advantage over those who are trying to restore texts on
their own. Research will uncover the details of what group sizes do consistently
better.
Your three groups of 30 might even lend
themselves to add data to this aspect of the study. Like letting 5 students
work alone, letting 10 students work in pairs, and letting 15 students work in
threes. My bet would be on that last group. Besides employing
the CL process, these last 15 people would have more fun, better memories, and
the thrill of winning . . . for only one third of the cost in hardware
expenses!
What do you think?
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