چکیده:
The study investigated differences in the use of multiple-choice test-taking strategies by Iranian EFL learners regarding reading comprehension ability. Reading is the most important academic language skill that receives the particular focus in second or foreign language teaching; tests are also regularly applied to assess academic performance. This paper sought to investigate differences in the use of multiple-choice test-taking strategies by Iranian EFL learners regarding reading comprehension ability. The participants comprised 122 EFL learners, 61 females and 61 males, who answered a reading comprehension test while they were answering a test-taking strategy questionnaire. A number of one-way chi-square analyses were used to analyze the data. The findings manifested that there was a statistically significant difference between participants in the use of different types of test-taking strategies in answering multiple-choice reading comprehension test. The results of this study have pedagogical implications for teaching test-taking strategies to low-proficiency EFL learners.
خلاصه ماشینی:
Differences in the Use of Multiple-choice Test-taking Strategies by Iranian EFL Learners Regarding Reading Comprehension Ability Dr. Esmaeel Nourmohammadi, Assistant Professor of Applied Linguistics, Departement of English Language and Literature, University of Sistan and Baluchestan, Zahedan, Iran E-mail: esmaeel.
com Abstract The study investigated differences in the use of multiple-choice test-taking strategies by Iranian EFL learners regarding reading comprehension ability.
This paper sought to investigate differences in the use of multiple-choice test-taking strategies by Iranian EFL learners regarding reading comprehension ability.
The findings manifested that there was a statistically significant difference between participants in the use of different types of test-taking strategies in answering multiple-choice reading comprehension test.
Khowaja and Salim (2013) carried out test-taking strategy research related to reading comprehension for children with autism.
The research question addressed in this study is: Do Iranian EFL learners use different types of test-taking strategies in answering multiple-choice reading comprehension items differently?
Instruments In the present study, two types of instruments were administered: (a) a test-taking strategies use questionnaire, and (b) a multiple-choice reading comprehension test.
2. The chi-square test was conducted to find out whether there was a statistically significant difference between Iranian EFL learners in the use of different types of test-taking strategies in answering multiple-choice reading comprehension items.
For example, Lee (2011), in his study, “Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions”, carried out an Analysis of Variance (ANOVA) to determine if there were significant differences among the group mean scores based on the frequency of strategy category use and topic familiarity.
Second language reading topic familiarity and test score: Test-taking strategies for multiple-choice comprehension questions.