Test-Taking Strategies and Task-based Assessment: The Case of Iranian EFL Learners

Research in English Language Pedagogy

مقاله 8، دوره 1، شماره 2، خرداد 2014، صفحه 66-77   

نویسندگان

Hossein Barati؛ Zohreh Kashkouli^*

Department of English, Faculty of Foreign Languages, University of Isfahan

چکیده

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.

کلیدواژه‌ها

test-taking strategies؛ Task-based Assessment؛ Reading؛ Proficiency

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