Exploring the Disconnect in EFL Leaners: How Test-Taking Strategies Affect Answer Selection and Test Anxiety Under Moderating Role of Achievement Goal Orientation
Subject Areas :Fatimah Abbas Bustan Al-Sukaini 1 , Fatemeh Karimi 2 * , Fatima Raheem Abdul Hussein 3 , Zargham Ghapanchi 4
1 - Department of English, Isf. C., Islamic Azad University, Isfahan, Iran
2 - Department of English, Isf. C., Islamic Azad University, Isfahan, Iran
3 - University of Misan, Iraq
4 - Department of English, Ferdowsi University of Mashhad, Mashhad, Iran
Keywords: Test Anxiety, Test-Taking Strategies, Achievement Goal Orientation, Moderation, Performance-Avoidance Goals, Mastery-Approach Goals,
Abstract :
This study aimed to find the relationship between test-taking strategies, test anxiety, and goal orientations in EFL learners. For this purpose, 150 intermediates Iraqi EFL learners were selected by convenience sampling, and the data was collected using the Test-Taking Strategy Questionnaire, Test Anxiety Inventory, and Achievement Goal Questionnaire. The data were analyzed using multiple regression and the Pearson correlation coefficient. Findings indicated that time and test-wiseness strategies were negatively correlated with test anxiety. Mastery-approach and performance-approach goals were positively correlated with affective strategies; the mastery-avoid goal was negatively correlated with test-wiseness, and the performance-avoid goal was negatively correlated with affective strategies. Finally, performance-avoid and mastery-approach goals were negatively correlated with test anxiety. These results emphasize the understanding of the relationships between test-taking strategies, goal orientations, and test anxiety in academic contexts. By fostering adaptive goal orientations and equipping students with effective test-taking strategies, educators can significantly enhance learners’ testing experiences and reduce anxiety levels.
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