Abstract
This study examines the effects of reactivity in a vocabulary test in sentential context by comparing the performance of two groups: one using thinking aloud and the other not using thinking aloud. Although using thinking aloud in investigating the learning process is a widespread practice, there is a possibility that conducting thinking aloud might change the learner's cognitive process; hence, the data might not reflect the true process. The results of comparing two groups, one using thinking aloud and the other not using it, showed that the thinking-aloud group outperformed the control group. There were two possible interpretations: the thinking aloud itself affected the test performance, or other variables accompanying the thinking aloud were factors that caused the improved test score. The results of further analysis showed that the difference of the time allotment between the two groups rather than the characteristics of thinking aloud could influence the test performance. From these results, this study adds further proof of the validity of using thinking aloud as a methodology for collecting data about test-taking processes.
