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:: Volume 1, Number 2 (9-2014) ::
RELP 2014, 1(2): 66-77 Back to browse issues page
Test-Taking Strategies and Task-based Assessment: The Case of Iranian EFL Learners
Hossein Barati, Zohreh Kashkouli *
Abstract:   (8766 Views)
The present study examined the effect of task-based assessment on the type and frequency of test-taking strategies that three proficiency groups of Iranian adult EFL learners used when completing the First Certificate in English FCE reading paper. A total of 70 EFL university undergraduates (53 females and 17 males) took part in the main phase of this study. They were divided into three proficiency groups: high, intermediate, and low. A set of Chi-square analyses was used to explore the type and frequency of test-taking strategies used by participants. The results suggested that the intermediate group test takers used the strategies significantly different after completing each task (sub-test) in the FCE reading paper. However, the high and low proficient test takers› use of strategies was only significant after completing the third task of the FCE reading paper. The findings also revealed that a pattern could be drawn of the type of strategies used by the three proficiency groups who participated in this study. Nonetheless, such a pattern shifted at times depending on the ability of the test takers and/or the task under study.
Keywords: Test-taking Strategies, Task-based Assessment, Reading, Proficiency
Full-Text [PDF 333 kb]   (1398 Downloads)    
Type of Study: Research | Subject: General
Received: 2013/09/19 | Accepted: 2015/08/23 | Published: 2015/08/23
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Barati H, Kashkouli Z. Test-Taking Strategies and Task-based Assessment: The Case of Iranian EFL Learners. RELP. 2014; 1 (2) :66-77
URL: http://journals.khuisf.ac.ir/relp/article-1-46-en.html
Volume 1, Number 2 (9-2014) Back to browse issues page
دانش و پژوهش در آموزش زبان انگلیسی Research in English Language Pedagogy
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