Teaching Test-Taking Strategies to EFL Student Readers with Different Language Proficiencies: An Empirical Reassessment

Lee, Jia-Ying

doi:10.18485/esptoday.2019.7.2.3

Cited by 3 publications

(6 citation statements)

References 23 publications

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“…Similarly, Alzubi et al (2019), experimenting with a reading strategy training through smartphones, confirmed that the training promotes EFL learners' autonomy; however, its effect on reading performance was not significant. In the field of reading test taking, Lee (2019) confirmed that both high and low proficiency Taiwanese EFL students in her study obtained better scores after undergoing test-taking strategy training. She further elaborated that cognitive strategies (lexicogrammatical, sentence-based, and reading comprehension strategies) were employed more significantly than technical strategies (including metacognitive (time calculation for reading speed adjustment) and compensation strategies (skipping difficult questions, making educated guesses) and postulated that the latter may be mostly used by weak readers who were struggling with reading comprehension.…”

Section: Reading Strategy-based Instructionsupporting

confidence: 55%

EFL Reading: Learning-to-Read and Test-Taking Strategies

Supakorn¹,

Panplum²

2022

INT J INSTRUCTION

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Several past studies of EFL learners' reading strategies have focused either on the strategies they used for learning to read or on those they used for taking tests. However, studies that distinguish the reading strategies used by EFL learners for learning-to-read purposes from those used for test-taking purposes in the target language, and that focus on the probable hierarchy of language learning strategies, have not been found. This study attempted to address these research gaps in the rarely studied EFL context of Thai undergraduates. One hundred and thirty-five Thai undergraduates were categorized based on reading test scores into high and low proficiency readers. Then, a questionnaire, five multiple-choice and 22 5-point Likert scale items, was administered to identify reading strategies for learning to read and for taking tests that distinguished the two groups. All significant learningto-read and test-taking strategies were then ordered based on degrees of mean differences to determine the hierarchy. The data were analyzed with descriptive statistics and tests of statistical significance (p < 0.05). The results showed the top learning-to-read and test-taking strategies that significantly distinguished the high proficiency from the low proficiency readers were affective and cognitive strategies, respectively. The findings shed light on significant cultural consideration for EFL strategy-based reading instruction.

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Section: Reading Strategy-based Instructionsupporting

confidence: 55%

EFL Reading: Learning-to-Read and Test-Taking Strategies

Supakorn¹,

Panplum²

2022

INT J INSTRUCTION

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“…Takallou et al (2015) demonstrated that strategy training had a considerable positive effect on students' performance on the English section of University Entrance Examination test. Similarly, after the interventions carried out in the experiments described by Lee (2019aLee ( , 2019b, the experimental groups, which had received strategy training, significantly outperformed the control groups in the posttests. Other researchers - Ghafournia and Afghari (2013) recommend students be taught the relevant strategies, similarly to Ghafournia (2013) who claims high-proficient testees use different strategies from lower-proficiency ones and that "strategic based instruction should be used to improve the process of language learning" (p. 94).…”

Section: International Journal Ofmentioning

confidence: 86%

“…Three of its four categories are related to the three test tasks she used, the fourth category, technical approaches, contains strategies that correspond to Cohen and Upton's test-management and test-wiseness strategies. The author used her survey in her subsequent studies (Lee, 2019a andLee, 2019b).…”

Section: Questionnaires and Inventoriesmentioning

confidence: 99%

“…English language in some form is often their core field of study (English language, English literature, translation, English teaching) - Kashkouli & Barati (2012), Tavakoli & Hayati Samian (2014), Ghafournia (2013), Alavi & Bordbar (2012), Pourdana et al (2012). In some cases, the participants are students of different fields of study -Ghafournia &Afghari (2012), Guo et al (2016), Lee (2018), Lee (2019a), Lee (2019b). The study of Nikolov (2006) stands out, as she examined the strategies used by children and teenagers.…”

Section: Samplementioning

confidence: 99%

“…In more recent research, Takallou et al (2015) developed an instructional package for the English section of University Entrance Examination test, to examine whether strategy training had a positive effect on students' performance on the test. Other researchers dealing with strategy instruction are Ghafournia and Afghari (2013), Ghafournia (2013), Pourdana et al (2012), Lee (2019a), Lee (2019b). Winke and Lim (2017) investigated the effect of two types of test preparation training sessions on a listening test performance.…”

Section: International Journal Of Instruction April 2021 • Vol14 No2mentioning

confidence: 99%

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Test-Taking Strategies in Second Language Receptive Skills Tests: A Literature Review

Bumbálková¹

2021

INT J INSTRUCTION

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This study focuses on recent research into test-taking strategies used by respondents in tests of receptive skills (reading and listening) in English as a second language, aiming to examine different aspects of the research. The existing research is predominantly quantitative in design; qualitative methods play a complementary role. Studies into strategies used in reading tests significantly outnumber those concerned with strategies employed in listening tests. A number of studies investigate similar general topics, such as the types of strategies used, the use of test-taking strategies in relation to language proficiency of the respondents, and the effectiveness of strategy use. New directions of research also appear, such as the investigation into the particular order of groups of strategies used in a specific situation, i.e. test items progressively increasing in difficulty. Practical application of research is taken into account in the studies, encompassing test validation, item-type susceptibility to test-wiseness and subsequent recommendations related to its use in test, or suggestions related to test-taking strategy instruction.

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Language learning strategies used by EFL students: Does their digital fluency matter?

Lee

2023

Language Teaching Research

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Major advances have been made in understanding language learning strategies (LLS). However, rapid changes in human interaction induced by the internet and web 2.0 warrant a re-assessment of LLS in today’s context, especially vis-à-vis digital nativeness. Therefore, a large-scale quantitative investigation involving 891 college students was conducted. Their LLS use patterns and frequency and their level of digital fluency were examined using two instruments: Oxford’s Strategy Inventory for Language Learning (SILL) and Teo’s Digital Natives Assessment Scale (DNAS). The participants reported moderate usage of all the strategies described in SILL. However, they reported using specific SILL categories (compensation, memory, and metacognitive) more frequently than others (social, cognitive, and affective). Participants with different levels of digital fluency showed significant variations in the frequency of use of LLS. Additionally, compared to previous generations, these modern participants adopted different usage patterns.

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Teaching Test-Taking Strategies to EFL Student Readers with Different Language Proficiencies: An Empirical Reassessment

Cited by 3 publications

References 23 publications

EFL Reading: Learning-to-Read and Test-Taking Strategies

EFL Reading: Learning-to-Read and Test-Taking Strategies

Test-Taking Strategies in Second Language Receptive Skills Tests: A Literature Review

Language learning strategies used by EFL students: Does their digital fluency matter?

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