Error Recognition Tests as a Predictor of EFL Learners' Writing Ability

Adel Dastgoshadeh, Parviz Birjandi, Kaveh Jalilzadeh


It is not certain whether multiple-choice tests have essentially the same predictive validity for candidates in different academic disciplines, where writing requirements may vary. Still, at all levels of education and ability, there appears to be a close relationship between performance on multiple-choice and essay tests of writing ability. And yet each type of measure contributes unique information to the overall assessment. In this study the relationship between Iranian EFL students' performance on an error recognition test and their writing ability was investigated. Using appropriate statistical tests such as Pearson correlation coefficient formula and Matched t-test, the data collected from the participants who were selected randomly and voluntarily cooperated during the different phases of the study were analyzed. The results of the study showed that there is no statistically significant relationship between test takers' performance on the error recognition test and their writing ability. The finding of the study can be justified on the ground that error recognition tests gauge construct-irrelevant factors which might not be ever-present factors influencing test takers' writing ability.

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International Journal of English Linguistics   ISSN 1923-869X (Print)   ISSN 1923-8703 (Online)   E-mail:

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