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Differences in the Use of Multiple-choice Test-taking Strategies by Iranian EFL Learners Regarding Reading Comprehension Ability | ||
| The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 7، دوره 4، شماره 1، بهار 2016، صفحه 99-108 اصل مقاله (785 K) | ||
| نوع مقاله: Research Articles | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2018.26157.1050 | ||
| نویسندگان | ||
Dr. Esmaeel Nourmohammadi1؛ Laya Tahami  2
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| 1Assistant Professor of Applied Linguistics, Departement of English Language and Literature, University of Sistan and Baluchestan, Zahedan, Iran | ||
| 2Ma in TEFL, Department of English Language and Literature, University of Sistan and Baluchestan, Zahedan, Iran | ||
| چکیده | ||
| The study investigated differences in the use of multiple-choice test-taking strategies by Iranian EFL learners regarding reading comprehension ability. Reading is the most important academic language skill that receives the particular focus in second or foreign language teaching; tests are also regularly applied to assess academic performance. This paper sought to investigate differences in the use of multiple-choice test-taking strategies by Iranian EFL learners regarding reading comprehension ability. The participants comprised 122 EFL learners, 61 females and 61 males, who answered a reading comprehension test while they were answering a test-taking strategy questionnaire. A number of one-way chi-square analyses were used to analyze the data. The findings manifested that there was a statistically significant difference between participants in the use of different types of test-taking strategies in answering multiple-choice reading comprehension test. The results of this study have pedagogical implications for teaching test-taking strategies to low-proficiency EFL learners. | ||
| کلیدواژه ها | ||
| Reading comprehension؛ Test-Taking Strategies؛ Iranian EFL Learners؛ Multiple-Choice Test Items؛ and Strategies | ||
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آمار تعداد مشاهده مقاله: 213 تعداد دریافت فایل اصل مقاله: 155 |
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