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Nourmohammadi, Dr. Esmaeel, Tahami, Laya. (1394). Differences in the Use of Multiple-choice Test-taking Strategies by Iranian EFL Learners Regarding Reading Comprehension Ability. , 4(1), 99-108. doi: 10.22049/jalda.2018.26157.1050
Dr. Esmaeel Nourmohammadi; Laya Tahami. "Differences in the Use of Multiple-choice Test-taking Strategies by Iranian EFL Learners Regarding Reading Comprehension Ability". , 4, 1, 1394, 99-108. doi: 10.22049/jalda.2018.26157.1050
Nourmohammadi, Dr. Esmaeel, Tahami, Laya. (1394). 'Differences in the Use of Multiple-choice Test-taking Strategies by Iranian EFL Learners Regarding Reading Comprehension Ability', , 4(1), pp. 99-108. doi: 10.22049/jalda.2018.26157.1050
Nourmohammadi, Dr. Esmaeel, Tahami, Laya. Differences in the Use of Multiple-choice Test-taking Strategies by Iranian EFL Learners Regarding Reading Comprehension Ability. , 1394; 4(1): 99-108. doi: 10.22049/jalda.2018.26157.1050

Differences in the Use of Multiple-choice Test-taking Strategies by Iranian EFL Learners Regarding Reading Comprehension Ability

Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
مقاله 7، دوره 4، شماره 1، خرداد 2016، صفحه 99-108    اصل مقاله (784.58 K)
نوع مقاله: Research Article
شناسه دیجیتال (DOI): 10.22049/jalda.2018.26157.1050
نویسندگان
Dr. Esmaeel Nourmohammadi1؛ Laya Tahami* 2
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.
کلیدواژه‌ها
Reading comprehension؛ Test-Taking Strategies؛ Iranian EFL Learners؛ Multiple-Choice Test Items؛ and Strategies
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