2007 Volume 18 Pages 31-40
A recall test is useful in that the test score is not affected by question items; however, this test is frequently criticized as being simply a memory test that does not measure pure reading comprehension. Although retrieval cues are sometimes provided to readers in order to decrease the effects of the memory load, it is unclear how these cues are related to the ideas recalled. The aim of this study is to examine what types of retrieval cues can promote recall performance of Japanese EFL learners. In Experiment 1, we investigated the relationship between learners' L2 reading proficiency and the importance level of recalled ideas. In Experiment 2, we examined the effects of cue types on recall tests. In addition, the results of three types of recall tests - free recall, recall with main cues, and recall with detailed cues - were compared in order to elucidate the validity of cued recall tests. The results showed that retrieval cues did not promote recall performance. Moreover, we found that cued recall tests had lower correlations with L2 reading proficiency scores than free recall tests, which indicates that retrieval cues reduced the concurrent validity.
