Evaluating the Efficacy of Yes–No Checklist Tests to Assess Knowledge of Multi-Word Lexical Units
Raymond Stubbe (a) and Yumiko Cochrane (b)
(a) Nagasaki University; (b) Kyushu Sangyo University
https://doi.org/10.7820/vli.v08.1.stubbe.cochrane
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Abstract
One of the many challenges facing Japanese university students studying
English is the multi-word phrase. The English language contains a
large number of such multiple-word items, which act as single words
with a single meaning. This study is concerned with evaluating the efficacy
of yes/no checklist tests to assess knowledge of multi-word units.
Participants (n = 206) took a yes–no test of 30 real words and 15 pseudowords.
The 30 real words were selected from the students’ textbook,
based on the teacher’s intuition of the words and multi-words posing the
greatest learning burden for the students. Twenty-one of the selected
words were single-word items. The remaining nine were multi-words,
such as “get up” and “take turns”. Forty-five minutes following completion
of the yes–no test, an English to Japanese translation test of the
same 30 real words was taken by the same participants to evaluate the
efficacy of yes/no test. Results suggest that the yes–no vocabulary test
format may be able to measure student knowledge of multi-word lexical
units as (or more) effectively than single-word units.

Keywords
multi word lexical units; yes no vocabulary tests; translation tests; overestimation; Japanese EFL learners

Citation
Stubbe, R. and Cochrane, Y. (2019). Evaluating the efficacy of yes–no checklist tests to assess knowledge of multi-word lexical units. Vocabulary Learning and Instruction, 8 (1), 62–69. https://doi.org/10.7820/vli.v08.1.stubbe.cochrane