THE RELATIONSHIP BETWEEN SELF-REGULATED LEARNING AND TEST METHOD FORMAT: THE CASE OF MULTIPLE-CHOICE AND OPEN-ENDED QUESTIONS IN L2 READING

This study attempted to examine the relationship between self-regulated learning and the participants’ performance in two reading comprehension tests measured by two different test methods; namely, multiple-choice and open-ended items. To achieve this goal, the Persian version of "Self-regulation Trait Questionnaire”, along with two reading comprehension texts, one with multiple-choice and one with open-ended questions, were administered to 44 Iranian English as a Foreign Language learners. Both descriptive and inferential statistics were used to analyze the data. The findings from the research showed that there was no significant difference between the participants performance in multiple-choice and open-ended items. Moreover, self-regulated learning was not related to reading scores obtained from multiple-choice and open-ended questions. The results of this study have implications for language test developers as well as language teachers.