چکیده:
To succeed in tests does not require only content knowledge. Test-taking strategies are other factors which help students to achieve high scores in tests. The present mixed-method study set out to examine the relationship between test-taking strategies and reading test performance. To achieve the objectives of the study, a reading comprehension test, and a 35-item Likert type strategy questionnaire were given to 214 male and female university students. Analysis of the gathered data revealed that there was a positive relationship between test-taking strategies and reading test performance and that successful, moderately, successful, and unsuccessful test-takers differed in their use of cognitive and metacognitive strategies. To gain an in depth view on strategy use pattern of the test-takers, retrospective interviews along with think-aloud protocols were applied which revealed the use of metacognitive test-taking strategies more than cognitive ones. These findings can have beneficial implications for language testers, teachers, learners, and course developers.
خلاصه ماشینی:
Analysis of the gathered data revealed that there was a positive relationship between test- taking strategies and reading test performance and that successful, moderately, successful, and unsuccessful test-takers differed in their use of cognitive and metacognitive strategies.
e. , English reading comprehension ability as language ability and cognitive and metacognitive strategy use as part of test-takers characteristics.
). Specifically throughout the 1980s and 1990s, there has been an interest shifting from universal processes in second language acquisition (SLA) and foreign language learning (FLL) to cognitive and affective factors affecting individual differences in the rate and route of SLA Processes including attention paid to the impact of test taking strategies in international research (Kashkoulia & Barati, 2013; Nikolov, 2006; Xu & Wu, 2012).
In a more recent study, Stathopoulou and Nikaki (2009) investigated the test-taking strategies of Greek users of English claimed in the questionnaire to be used in the different modules of Greek State Language Exams known as KPG test and identified the most and the least common cognitive and metacognitive strategies.
In a more recent study Rezvani and Tavakoli (2013) also reported a strong positive correlation between cognitive- metacognitive strategies and performance on the reading section of IELTS test.
And as expected the present research found such a significant positive correlation between cognitive/metacognitive test-taking strategies and reading test performance.
Cognitive and Metacognitive Strategy Use and Second Language Reading Test Performance: The Case of Iranian Intermediate EFL Learners.
Modeling cognitive and metacognitive strategies and their relationships to EFL reading test performance.