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On The Relationship between Test-Taking Strategies and EFL Reading Performance | ||
Journal of English Language Teaching and Learning | ||
مقاله 8، دوره 11، شماره 23، شهریور 2019، صفحه 189-219 اصل مقاله (449.34 K) | ||
نوع مقاله: Research Paper | ||
نویسندگان | ||
nava nourdad* 1؛ Parviz Ajideh2 | ||
1Assistant Professor of EFL, University of Tabriz | ||
2Professor of EFL, University of Tabriz | ||
چکیده | ||
To succeed in tests does not require only content knowledge. Test-taking strategies are other factors which help students to achieve high scores in tests. The present mixed-method study set out to examine the relationship between test-taking strategies and reading test performance. To achieve the objectives of the study, a reading comprehension test, and a 35-item Likert type strategy questionnaire were given to 214 male and female university students. Analysis of the gathered data revealed that there was a positive relationship between test-taking strategies and reading test performance and that successful, moderately, successful, and unsuccessful test-takers differed in their use of cognitive and metacognitive strategies. To gain an in depth view on strategy use pattern of the test-takers, retrospective interviews along with think-aloud protocols were applied which revealed the use of metacognitive test-taking strategies more than cognitive ones. These findings can have beneficial implications for language testers, teachers, learners, and course developers. | ||
کلیدواژهها | ||
Test-taking strategies؛ Cognition؛ Metacognition؛ Reading comprehension؛ Test performance | ||
مراجع | ||
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