Abstract

Researchers have intermittently treated the topic of the language in which reading comprehension test questions should be presented in, or language of assessment (LoA). The overall consensus has been that questions in L1 lead to better scores and that questions in L1 should be used for reading comprehension particularly at the beginning levels. However, minimal research has been conducted at the advanced level, and no research has been found where proficiency items, empirically validated, were utilized in testing instruments. Furthermore, explanatory data from qualitative analysis has been sparse. The present research endeavored to satisfy these areas of needed research. It was found that a group of advanced learners of Russian performed better when MC questions were presented in English. Student attitudes, as revealed by survey items, depicted questions in L2 as more difficult. It was additionally found that vocabulary was one of the major factors in difficulty. Matters pertaining to validity and face validity surfaced and were designated, along with gathering other qualitative data, as the recommended direction of future research.

Degree

College and Department

Humanities; Center for Language Studies

Rights

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