The Effects of Question Forms in Examination on Students’ Learning Strategy Changes

Abstract

This paper aims to examine students' reaction to an achievement English test， focusing on strategy changes after the test. The 4 th year students (aged 18−19) in National Institute of Technology answered questionnaire after an English midterm examination. By comparing the results of two groups (high / low proficiency group) ， it was found that high proficiency group inclined toward memory strategy more than low proficiency group did.