Multiple-Choice Spelling Tests With L1 Translation: An Effective First Step in Identifying Japanese EFL Learners Needing Support in Spelling Acquisition

Abstract

Enhancing spelling proficiency is crucial for confident written communication in English. This study investigated and compared the three spelling test formats among 210 Japanese EFL learners: single-word dictation (SWD), multiple-choice (MC) without Japanese (L1) translation (MC−), and MC with L1 translation (MC+). The primary aims were (a) to compare the performance of the three test formats to identify an effective initial step for assessing the spelling knowledge of Japanese EFL learners and (b) to quantitatively examine learner responses to L1 translation in MC tests using text mining. Overall, the results demonstrated that both MC tests consistently outperformed the SWD format. When the results were stratified based on estimated vocabulary size, it was found that the presence of L1 translation did not significantly affect learners with larger vocabulary sizes, but it significantly improved the performance of learners with smaller vocabularies. Moreover, MC+ effectively differentiated between learners in the middle and lower levels. In summary, MC+ emerged as an effective initial assessment tool for identifying Japanese EFL learners who need support in spelling acquisition. This study offers valuable insights into assessing spelling knowledge among Japanese EFL learners and underscores the practical and preferred benefits of multiple-choice testing in educational contexts.