Abstract
The multiple-choice test format is widely used in major English proficiency tests, such as EIKEN, TOEIC®, and TOEFL®. To develop effective multiple-choice test items, plausible distractors (i.e., incorrect options) are required. The study aimed to investigate the plausibility of distractors in a multiple-choice listening test and the relationship between distractor plausibility and listening ability. Using data from 46 listening test items of the TOEIC® test administered to 199 Japanese university students, this study examined the characteristics of distractors that could attract test takers. The frequencies (i.e., number of test takers who choose each distractor) were used as dependent variables. The following five distractor characteristics were used as predictor variables: (a) overlap, (b) synonym, (c) derivative, (d) negative, and (e) specific determiner. Results of multiple regression analyses showed that overlap (i.e., a distractor including the same words or phrases used in the text) would be the most influential factor to make distractors plausible. The results also indicated that distractor plausibility would vary according to the listening ability levels of test takers.
