Parviz Ajhideh; Solmaz Saeeidi Manesh
Abstract
This study investigates whether the practice of answer changing on multiple-choice questions (MCQs) is beneficial for Iranian students’ overall test performance in EFL context. Several studies have shown that answer changing in multiple choice examinations is generally beneficial for improving ...
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This study investigates whether the practice of answer changing on multiple-choice questions (MCQs) is beneficial for Iranian students’ overall test performance in EFL context. Several studies have shown that answer changing in multiple choice examinations is generally beneficial for improving scores. On the other hand, some studies have indicated that answer changing in multiple choice examinations results in an increased number of wrong answers rather than improved scores. In this study, two types of listening and reading comprehension multiple-choice tests were used in two different proficiency levels. The test was administered to 269 EFL students, both males and females, in Kish Language Institution, Tabriz branch. Results show that in both proficiency levels among males and females, answer-changing leads to increased number of wrong answers. Findings suggest that we should encourage students not to change their initial answers unless they have scrutinized their initial answers precisely and there are more plausible alternatives. The findings were compatible with the traditional perception ‘go with your first response’.
