Proposing the 5Ps Typology of Distractors for EFL Multiple-Choice Reading Comprehension Tests
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| Title: | Proposing the 5Ps Typology of Distractors for EFL Multiple-Choice Reading Comprehension Tests |
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| Language: | English |
| Authors: | Patsawut Sukserm |
| Source: | Higher Education Studies. 2026 16(1):350-358. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Classification, Multiple Choice Tests, Reading Tests, Reading Comprehension, Second Language Learning, English (Second Language), Test Reliability, Test Validity, Difficulty Level, Educational Quality, Test Construction, Test Items, Test Wiseness |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | This paper outlines the importance of distractors in the construction and multiple-choice questions (MCQs) in EFL educational assessment. Distractors are integral to understanding student comprehension and differentiating among varying degrees of mastery. The purpose is to examine the impact of constructive distractors on educational objectives, effectiveness, and the assessment reliability and validity of multiple-choice questions. The study proposes the 5Ps typology of distractors, identifying five distinct types of distractors--"plausible, peripheral, polyconceptual, prejudicial, and pragmatic"--and demonstrates the diverse types of distractors that can be utilized to tackle specific conceptual and linguistic hurdles of the respondents. The use of different types of distractors in various assessment contexts is evidenced by the examples. These reinforce the assertion that distractors can enhance the assessment and learning function of MCQs. This seeks to enhance the equity, efficiency and educational quality of MCQs in assessment. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505365 |
| Database: | ERIC |
| Abstract: | This paper outlines the importance of distractors in the construction and multiple-choice questions (MCQs) in EFL educational assessment. Distractors are integral to understanding student comprehension and differentiating among varying degrees of mastery. The purpose is to examine the impact of constructive distractors on educational objectives, effectiveness, and the assessment reliability and validity of multiple-choice questions. The study proposes the 5Ps typology of distractors, identifying five distinct types of distractors--"plausible, peripheral, polyconceptual, prejudicial, and pragmatic"--and demonstrates the diverse types of distractors that can be utilized to tackle specific conceptual and linguistic hurdles of the respondents. The use of different types of distractors in various assessment contexts is evidenced by the examples. These reinforce the assertion that distractors can enhance the assessment and learning function of MCQs. This seeks to enhance the equity, efficiency and educational quality of MCQs in assessment. |
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| ISSN: | 1925-4741 1925-475X |
