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Title
The Place of Information Technology in Second
Language Teaching in Girl's High Schools and
Private English Institutes in Shiraz

Authors
Bahman Gorjian (Ph.D)
Islamic Azad University, Ahvaz, Iran
Alireza Jalilifar (Ph.D)
Chamran University, Ahvaz, Iran
  Halimeh Mousavi (M.A.)
Ahvaz, Iran

Bio Data
Bahman Gorjian, Ph.D. in TEFL from Islamic Azad University of Research and Science campus, Tehran, Iran. He has published several articles and books on TEFL and English Translation. He is assistant professor in TEFL Department, Science and Research Center-Ahvaz Branch, Islamic Azad University, Khuzestan Province, Iran.

Alireza Jalilifar, Ph.D. in TEFL from Isfahan University, Iran. He has published several articles and books on TEFL and Applied linguistics. He is assistant professor in TEFL Department, Ahvaz Chamran University, Khuzestan Province, Iran.

Halimeh Mousavi received her MA from TEFL Department, Science and Research Center-Ahvaz Branch, Islamic Azad University, Khuzestan Province, Iran. She is an English teacher in pre-university courses in Ahvaz, Khuzestan Province, Iran.

Abstract
         This research investigated the effect of redundant and consistent stems in multiple-choice vocabulary tests on pre-university students' performance. To this purpose, a sample English language proficiency test was administered to a total of 130 pre-university students to select sixty homogeneous students. They were randomly selected and divided into two groups, one consistent group that took the test including consistent stems and the other redundant group that took the test containing redundant stems. Next, three versions of the same test were provided in which the items had the same alternatives but different stems. The first and second versions of the consistent test were assigned to the consistent group, and the two versions of the redundant tests to the redundant group. In the last versions of the two tests, the groups were reversed. This time, the consistent group took the summative test containing redundant stems while the redundant group took the summative test consisting of consistent stems. All the tests were teacher-made achievement tests and their reliability coefficients were met through Kudar and Richardson's (KR-21 Method). Data were analyzed through descriptive and inferential statistics. The results revealed that there was no significant difference between the students' performance on two kinds of tests (p<.05). The empirical findings of the present study suggest that pre-university students' competence in vocabulary may be measured through both tests with redundant and tests with consistent stems.
        
Key Terms: Multiple-choice tests, Redundant stems, Consistent stems