A Comparison of Highly Successful, Moderately Successful, and Unsuccessful Test-Takers’ Performance on EFL Reading Comprehension Test Regarding Test Taking Strategies Use
Subject Areas : Educational Psychology
Maryam
Bahardoust
1
(گروه زبانانگلیسی، واحد قشم، دانشگاه آزاد اسلامی، قشم، ایران)
Alireza
Ahmadi
2
(دانشگاه شیراز دانشکده زبانهای خارجه و زبانشناسی)
Keywords: Cognitive strategies, Metacognitive strategies, test taking strategies, reading comprehension test, Test Performance,
Abstract :
Because of the crucial role of test taking strategies in the test taking process, this paper set out to investigate whether EFL test takers differ in using cognitive and metacognitive test taking strategies or not. In addition, the study aimed at finding how the test takers might differ in their performance on different aspects of reading comprehension test. To this end, 130 female EFL learners who ranged in age from 19-21 were selected based on their availability to participate in the study. These university students were majoring in different fields of study including architecture, electronics, computer science, and hotel management. A reading comprehension test, a questionnaire, and a retrospective interview were the main instruments used to collect the data. The strategies of guessing, prior knowledge, translating, note taking, and underlining, as cognitive strategies and planning, self-management, and monitoring as metacognitive strategies were focused in this study,. Analysis of the data indicated that there was not a significant difference between highly, moderately, and unsuccessful test takers in their use of cognitive and metacognitive test taking strategies. However, based on the results of this study, there was a significant difference in the performance of highly, moderately, and unsuccessful learners on different reading comprehension items. The highly successful test takers appeared to perform more effectively than the moderately and unsuccessful test takers in responding to the reading comprehension items including main idea, factual information, vocabulary, and reference
Alderson, J. C. (1984). Reading in a foreign language: A reading problem or a language problem? In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language(pp. 1–27). London, UK: Longman.
Alderson, J. C. (2005). Assessing Reading. Cambridge, England: Cambridge University Press.
Anani Sarab, M. R., & Seif Reihani, M. (2010). Cognitive and metacognitive strategy use and second language reading test performance: The case of Iranian intermediate EFL learners. IJAL, 13 (2), 1-18.
Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Boston, MA: Heinle & Heinle.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Bachman, L. F. (1999). Language testing at the turn of the century: Making sure that what we count counts. AAA Letter, 20(2).
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford, UK: Oxford University Press.
Bachman, F., & Palmer, A. S. (2010). Language assessment in practice. Oxford: Oxford University Press.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Person (Ed.), Handbook of Reading Research. New York: Longman.
Behrahi, L. (2010). TheHistory of Language Testing. Retrieved from http://www.lorenglish.blogfa.com/post-5.aspx
Canale, M. (1984). Testing in a communicative approach. In G.A. Jarvis (Ed.), the challenge for excellence in foreign language education (pp.79-92). Middlebury, VT: The northeast conference organization
Carrell, P. L. (1988). SLA and classroom instruction: Reading. Annual Review of Applied Linguistics, 9, 233–242.
Cohen, A. D. (1998). Strategies in learning and using a second language. England: Addison Wesley.
Deanna, L. N. (2002). Language learning strategies and English proficiency of Chinese University students(Unpublished doctoral dissertation). Regent University, China.
Dodeen, H. (2008). Assessing test-taking strategies of university students: Developing a scale and estimating its psychometrics indices. Assessment & Evaluation in Higher Education, 33(4), 409-419.
Dörnyei, Z. (2007). Research method in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. Modern Language Journal, 87, 222-241.
Ghafournia N, Afghari A. (2013). The Interaction between reading comprehension cognitive test-taking strategies, test performance, and cognitive language learning strategies. Procedia- Social and behavioral Sciences, 70, 80-84.
Hudson, T. (1998). Theoretical perspectives on reading. Annual Review of Applied Linguistics, 18, 43–60.
Hymes, D. H. (1967). Models of interaction of language and social setting. Journal of Social, 33, 8-2
Jimenez, R. T., Garcia, G. E., & Pearson, D. P. (1996). The reading strategies of bilingual Latin students who are successful English readers: opportunities and obstacles. Reading Research Quarterly, 31, 90-112.
Liu, Y.C. (2002). Difference in choice of using English reading strategies between successful and unsuccessful learners. Foreign Language Teaching, 3, 39-42.
Millman, J., Bishop, H.I., & Ebel, R. (1965). An analysis of test wiseness. Educational and Psychological Measurement, 25(1), 707-726.
Nevo, N. (1989). Test-taking strategies on a multiple-choice test of reading comprehension. Language Testing, 6 (2), 199-215.
Nikolov, M. (2006). Test-taking strategies of 12-and 13- year-old Hungarian learners of EFL: Why whales have migraines. Language Learning, 56 (1), 1-51.
O' Malley, M. J., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle.
Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance, Language Testing, 20(1), 26-56.
Purpura, J. E. (1997). An analysis of the relationship between test-takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 47(2), 289-325.
Rezaee, A. (2005). Test-taking strategies and performance in language achievement tests. Pazhuhesh-e Zabanha-ye Khareji, (20), 27-50.
Ritter, S., & Idol-Maestas, L. (1986). Teaching middle school students to use a test-taking strategy. Journal of Educational Research, 79, 350-357.
Rokhsari, S. (2010). An investigation of reading strategies used by Iranian EFL intermediate readers. Journal of Academic and Applied Studies, 2(8) & 2(9), 1-21.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native speakers and non-native speakers. System, 29, 431–449.
Vattanapath, R., & Jaiprayoon,K. (1999).An assessment of the effectiveness of teaching test-taking strategies for multiple-choice English reading comprehension tests. Occasional Papers, 8, 57-71.
Xu, X.M. (2007). A study of first-year college students’ metacognitive awareness of reading strategies. Chiang Mai University Journal, 1(1), 93-107.
Yahya Othman & Hj Jaidi, N. (2012). The employment of metacognitive strategies to comprehend texts among pre-university students in Brunei Darussalam. American International Journal of Contemporary Research, 2(8), 134-141
Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21, 37–59.
Zhang, L. J., Gu, Y. P., & Hu, G. (2008). A cognitive perspective on Singaporean bilingual children’s use of reading strategies in learning to read in English. British Journal of Educational Psychology, 78, 245–271.
Zhang, W., Liu, M., Zhao, Sh., & Xio, Q. (2011). English test-taking strategy use and students’ test performance. Asian EFL Journal, 13(2), 133-168.
_||_Alderson, J. C. (1984). Reading in a foreign language: A reading problem or a language problem? In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language(pp. 1–27). London, UK: Longman.
Alderson, J. C. (2005). Assessing Reading. Cambridge, England: Cambridge University Press.
Anani Sarab, M. R., & Seif Reihani, M. (2010). Cognitive and metacognitive strategy use and second language reading test performance: The case of Iranian intermediate EFL learners. IJAL, 13 (2), 1-18.
Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Boston, MA: Heinle & Heinle.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Bachman, L. F. (1999). Language testing at the turn of the century: Making sure that what we count counts. AAA Letter, 20(2).
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford, UK: Oxford University Press.
Bachman, F., & Palmer, A. S. (2010). Language assessment in practice. Oxford: Oxford University Press.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Person (Ed.), Handbook of Reading Research. New York: Longman.
Behrahi, L. (2010). TheHistory of Language Testing. Retrieved from http://www.lorenglish.blogfa.com/post-5.aspx
Canale, M. (1984). Testing in a communicative approach. In G.A. Jarvis (Ed.), the challenge for excellence in foreign language education (pp.79-92). Middlebury, VT: The northeast conference organization
Carrell, P. L. (1988). SLA and classroom instruction: Reading. Annual Review of Applied Linguistics, 9, 233–242.
Cohen, A. D. (1998). Strategies in learning and using a second language. England: Addison Wesley.
Deanna, L. N. (2002). Language learning strategies and English proficiency of Chinese University students(Unpublished doctoral dissertation). Regent University, China.
Dodeen, H. (2008). Assessing test-taking strategies of university students: Developing a scale and estimating its psychometrics indices. Assessment & Evaluation in Higher Education, 33(4), 409-419.
Dörnyei, Z. (2007). Research method in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. Modern Language Journal, 87, 222-241.
Ghafournia N, Afghari A. (2013). The Interaction between reading comprehension cognitive test-taking strategies, test performance, and cognitive language learning strategies. Procedia- Social and behavioral Sciences, 70, 80-84.
Hudson, T. (1998). Theoretical perspectives on reading. Annual Review of Applied Linguistics, 18, 43–60.
Hymes, D. H. (1967). Models of interaction of language and social setting. Journal of Social, 33, 8-2
Jimenez, R. T., Garcia, G. E., & Pearson, D. P. (1996). The reading strategies of bilingual Latin students who are successful English readers: opportunities and obstacles. Reading Research Quarterly, 31, 90-112.
Liu, Y.C. (2002). Difference in choice of using English reading strategies between successful and unsuccessful learners. Foreign Language Teaching, 3, 39-42.
Millman, J., Bishop, H.I., & Ebel, R. (1965). An analysis of test wiseness. Educational and Psychological Measurement, 25(1), 707-726.
Nevo, N. (1989). Test-taking strategies on a multiple-choice test of reading comprehension. Language Testing, 6 (2), 199-215.
Nikolov, M. (2006). Test-taking strategies of 12-and 13- year-old Hungarian learners of EFL: Why whales have migraines. Language Learning, 56 (1), 1-51.
O' Malley, M. J., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle.
Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance, Language Testing, 20(1), 26-56.
Purpura, J. E. (1997). An analysis of the relationship between test-takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 47(2), 289-325.
Rezaee, A. (2005). Test-taking strategies and performance in language achievement tests. Pazhuhesh-e Zabanha-ye Khareji, (20), 27-50.
Ritter, S., & Idol-Maestas, L. (1986). Teaching middle school students to use a test-taking strategy. Journal of Educational Research, 79, 350-357.
Rokhsari, S. (2010). An investigation of reading strategies used by Iranian EFL intermediate readers. Journal of Academic and Applied Studies, 2(8) & 2(9), 1-21.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native speakers and non-native speakers. System, 29, 431–449.
Vattanapath, R., & Jaiprayoon,K. (1999).An assessment of the effectiveness of teaching test-taking strategies for multiple-choice English reading comprehension tests. Occasional Papers, 8, 57-71.
Xu, X.M. (2007). A study of first-year college students’ metacognitive awareness of reading strategies. Chiang Mai University Journal, 1(1), 93-107.
Yahya Othman & Hj Jaidi, N. (2012). The employment of metacognitive strategies to comprehend texts among pre-university students in Brunei Darussalam. American International Journal of Contemporary Research, 2(8), 134-141
Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21, 37–59.
Zhang, L. J., Gu, Y. P., & Hu, G. (2008). A cognitive perspective on Singaporean bilingual children’s use of reading strategies in learning to read in English. British Journal of Educational Psychology, 78, 245–271.
Zhang, W., Liu, M., Zhao, Sh., & Xio, Q. (2011). English test-taking strategy use and students’ test performance. Asian EFL Journal, 13(2), 133-168.