چکیده:
Although most researchers have recently considered the role of test-taking strategies as one of the most vital factors in test taking process, it has been ignored by most EFL teachers in educational and academic settings including Iran. Because of the importance of test-taking strategies in EFL learners’ performance in tests, this research was set out to examine what strategies Iranian EFL test takers employed in reading comprehension tests. Furthermore, the present paper aimed at finding any possible relationship between test-taking strategies and test takers’ performance on reading comprehension tests. Discovering the best predictors of EFL reading test performance among several categories of test-taking strategies was also investigated. To this end, 135 EFL students were chosen based on their availability. All of the students were female, majoring in different fields of study. Three kinds of materials including multiple-choice reading comprehension tests, a questionnaire, and interviews were utilized to investigate the research questions. Data analysis included descriptive statistics, Pearson Product Correlation, and stepwise regression. The results showed a significant, positive, but low correlation between the students’ total reading score and planning and also monitoring strategies. Furthermore, planning strategy proved to be a predictor of English reading comprehension test.
خلاصه ماشینی:
The relationship between test-taking strategies and Iranian EFL learners’ performance on reading comprehension tests Maryam Bahardoost*, PhD Candidate, Department of English, Qeshm Branch, Islamic Azad University, Qeshm , Iran bahardoust.
Some scholars claimed that “students with test-taking skills improved attitudes towards tests, demonstrated lower levels of anxiety, and achieved better results” (Peng, 2005; Perney & Ravid, 1990; Steele & Arth, 1998, as cited in Dodeen, Abdelfattah, & Alshumrani, 2014 ).
Besides, Pour-Mohammadi and Zainol Abidin (2012) conducted a study on a possible effect of test taking strategies instruction on test performance improvement of reading comprehension.
Accordingly, the general aim of the current study is to investigate different test taking strategies employed by EFL learners in English reading comprehension tests.
Another specific aim of the present study includes discovering the best predictor (among diverse test taking strategies) of performance on reading comprehension tests.
Of different subcategories of cognitive and metacognitive test-taking strategies, which one is the best predictor of EFL reading comprehension test performance?
Descriptive Statistics for Use of Test Taking Strategies in Reading Comprehension Test Comprehending Retrieval Planning Monitoring Cognitive Metacognitive / Mean 21.
Table 3 also presents the results of relationship of four cognitive and metacognitive test taking strategies with performance of the test takers on EFL reading comprehension test items.
Correlations between Cognitive and Metacognitive Test Taking Strategies and Test Takers’ Performance on Reading Comprehension Test / Comprehending Retrieval Planning Monitoring Cognitive Metacognitive {مراجعه شود به فایل جدول الحاقی} Sig.