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Abstract

The present study was an attempt to explore (a) the extent to which EAP students' reading performance on a discipline-specific short- context reading test is influenced by their knowledge of subject-matter of the test tasks, (b) the impact(s) that narrow-scope discipline-specific test tasks may have on the psychometric characteristics of the test, and (c) the suitability of short-context method of testing reading comprehension in an EAP context. To this end, two 20-item multiple- choice short-context reading tests comprising 20 items on statistics and 20 items on discipline-neutral topics were developed and administered to 53 Iranian college-level students of (1) statistics, (2) chemistry, and (3) history. Results demonstrated that students of statistics significantly outperformed students of history and chemistry. Furthermore, topic specificity of the test tasks did not seem to improve the psychometric properties of the discipline-related test. And short- context testing appeared to function equally well in an EAP context.

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Topic Variable in Narrow-Scope Eap Short-Context Reading Tests

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