Gender differences in item format and skill area: some evidence from an EFL acheievement test
| dc.citation.epage | 62 | en_US |
| dc.citation.issueNumber | 2 | en_US |
| dc.citation.spage | 48 | en_US |
| dc.citation.volumeNumber | 4 | en_US |
| dc.contributor.author | Engin, A. | en_US |
| dc.contributor.author | Ortaçtepe, D. | en_US |
| dc.date.accessioned | 2015-07-28T12:01:49Z | |
| dc.date.available | 2015-07-28T12:01:49Z | |
| dc.date.issued | 2014 | en_US |
| dc.department | M.A. in Teaching English as a Foreign Language | en_US |
| dc.description.abstract | The present study investigated the extent to which male and female language learners’ scores on achievement tests vary according to item format and skill areas. The statistical analysis of data from one achievement test administered to 303 pre-intermediate level students indicated that males and females’ scores showed differences in both item format and skill areas. While females outperformed males significantly with ‘find the correct form’ and ‘paragraph writing’ questions, males did not show any superiority in any item format. Females also outperformed males in three skill areas; ‘writing’ ‘grammar’ and ‘vocabulary’ while males scored higher only in ‘listening’. Possible reasons behind these differences between males and females’ scores can benefit future researchers, language teachers, and administrators in terms of theoretical and practical perspectives. | en_US |
| dc.identifier.issn | 2146-1732 | |
| dc.identifier.uri | http://hdl.handle.net/11693/12534 | |
| dc.language.iso | English | en_US |
| dc.publisher | Journal of Language Taeching and Learning | en_US |
| dc.source.title | The Journal of Language Teaching and Learning | en_US |
| dc.subject | Gender differences | en_US |
| dc.subject | Item format | en_US |
| dc.subject | Skill areas | en_US |
| dc.subject | Achievement tests | en_US |
| dc.title | Gender differences in item format and skill area: some evidence from an EFL acheievement test | en_US |
| dc.type | Article | en_US |
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