Determining the Best Practice to Prepare for Multiple-choice Tests

2022 Fiscal Year Final Research Report

• Project/Area Number: 18K00858
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 02100:Foreign language education-related
• Research Institution: Fukuyama University
• Principal Investigator: Lowes Jason 福山大学, 大学教育センター, 准教授 (60758043)
• Project Period (FY): 2018-04-01 – 2023-03-31
• Keywords: learning strategies / High-stakes testng / EFL / Retrieval practice / Spaced repetition

Outline of Final Research Achievements

The objective with this research is to determine the most effective method for students to prepare for English multiple-choice tests. Findings from cognitive psychology have identified effective learning strategies; however, this research has not been presented in EFL teacher training materials (Lowes, 2023).
In this research project, students were guided in studying using one of four study strategies (Re-reading original input, multiple-choice questions with one answer and three distractors, a retrieval practice format, and multiple-choice with an increasing number of distractors). There was also a control group. The study from initial training to final post-test spans a period of eight weeks.
During the COVID-19 pandemic, it was difficult to recruit research subjects and to be sure that they could participate for a continues eight-week period without disruption. Unfortunately, this has led to a limited number of research subjects. Therefore, the data have not being fully collected.

Free Research Field

Effective learning strategies, EFL

Academic Significance and Societal Importance of the Research Achievements

This research aims to learn which of 5 study methods is the most effective at training students for multiple-choice tests. The findings of this research could lead to more effective and efficient training/study techniques for those preparing for multiple-choice tests.