The Effects of Target Language Experience and Scoring Criteria on Recall Protocols of Japanese Students

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The present study was designed to investigate the effects of target language experience and two different scoring criteria (strict versus loose) on the written recalls of 154 Japanese EFL high school students (sophomores), 117 undergraduates (freshmen), and 40 graduate students. Results showed that differences in the total quantity of the text recalled and in the recall of main ideas among the high school students, undergraduates and graduate students were affected by different scoring criteria. That is, for either strict or loose scoring criteria, the graduate students recalled not only more idea units of the text, but also more of the main ideas than the undergraduates, followed by high school students. Moreover, differences in paragraph recall were affected by difference in target language experience. Thus target language experience should be taken into account when making comparisons between the idea units of the paragraphs recalled.