خلاصه ماشینی:
"Generally, the findings indicated that the sequence and structure of multiple-choice questions provide important cues for test takers to select response strategies that may result in response processes deviating significantly from the processes predicted by the model of reading comprehension in non-testing situations.
g. , Enright, Grabe, Koda, Mosenthal, & Mulcahy-Ernt, 2000; Gorin, 2002, 2005).
The Relationship between Reading Ability and Use of Test-Taking Strategies To explore the first research question concerning the relationship between the participants’ level of reading proficiency and using direct reading comprehension test- taking strategies, the descriptive statistics were calculated, the results of which are presented in Table 2.
Detailed analyses of the participants’ explanation of the strategic process of test taking in the retrospective interview showed that the most frequent test-taking strategies used by the participants at the high level of reading proficiency were linking the main ideas of the reading texts with the questions, finding the main ideas of the reading texts through scanning and skimming, comprehending the reading texts without translating word for word, and guessing the meaning of unknown words through using the contextual clues.
Conclusion and Pedagogical Implications The findings of this study reflected an interaction between the participants’ reading ability and use of direct test-taking strategies in reading comprehension test performance of Iranian postgraduate EAP students.
Although the retrospective verbal report provided useful information on how the participants comprehended reading passages and took the reading test, further studies can be conducted to explore the participants’ mental strategic processing in test-taking settings using think aloud or introspective verbal report."