Talking the Test: Using Verbal Report Data in Looking at the Processing of Cloze Tasks

The use of verbal report procedures as a research tool for gaining insight into the language learning process is discussed. Specifically, having second language students complete think-aloud protocols when they take cloze tests can provide useful information about what is being measured and how it has been learned. Use of such introspective information from the learner has regained credence among researchers, particularly when it is gathered during and not after the testing occurs. Real-time think-aloud reporting generates the largest amount of raw data concerning cognition, while retrospective protocols carry the risk that the learner is reconstructing, not recalling, cognitive processes he/she used. The greatest drawback of concurrent verbal reporting is the volume of data it provides; however, formats designed to limit the volume of information may also limit its quality. An alternative to the conventional think-aloud procedure for use with cloze tests is proposed. In this "annotated cloze" procedure the learner writes notes concerning the task as he/she completes it. While the annotated cloze provides somewhat less information than some other methods, the quality of the information obtained is considered to be better. Contains 14 references. (MSE)