The Study of the Content Validity Supportive Factors of the EPT Multiple-Choice Reading Comprehension Test: Based on Componential Perspective

The validity supporting factors of the EPT reading comprehension test, a standard language proficiency test held monthly in Iran, were investigated in this research paper. To this end, each of the test questions was assigned to one of the known effective linguistic and non-linguistic components used by different readers in comprehending a reading text. Our ability to read in a second language, at first, depends on our familiarity with linguistic knowledge, which is the words and grammar of the target language, and under the influence of our non-linguistic knowledge; that if the assessment of reading comprehension ability is unfairly mixed with our "non-linguistic knowledge", the result will not reflect the content validity of the test. Since high-stake tests like EPT are designed for examinees with different experiences and other intrapersonal cognitive abilities, balancing the content of the test will lead us to more favorable results. 85 questions from 22 expository texts were randomly selected, and 150 female students graduated from the theoretical fields of humanities, experimental, and mathematics from Malayer city participated in the test. The data were analyzed using Pearson's correlation statistical analysis, Heterotrait-monotrait ratio, Exploratory Factor Analysis, and the Partial Least Square model. The results showed that non-linguistic knowledge has a significant and more than expected effect on the performance of the testees. Teachers, lecturers, and institutes implementing and designing second language reading comprehension standardized tests will use the results of this research.