THE PERCEIVED EFFECTS OF TEST-TAKING STRATEGIES INSTRUCTION ON EFL HIGH SCHOOL STUDENTS' MULTIPLE-CHOICE TESTS OF READING COMPREHENSION

Autori

  • Lien To Thi Nguyen Thoi Thuan Lower and Upper Secondary School, Vietnam
  • Tuyen Thanh Kim Can Tho University, Vietnam

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https://doi.org/10.46827/ejel.v7i4.4428

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attitudes##common.commaListSeparator## improvement##common.commaListSeparator## reading comprehension##common.commaListSeparator## test-taking strategies

Abstrakt

This study aims to investigate whether the use of a text-taking strategy could enhance EFL high school learners' reading comprehension. It draws on the test-taking strategies suggested by Cohen and Upton (2007), to focus on the two main aspects, (1) the influence of applying test-taking strategies on EFL high school students’ reading comprehension tests and (2) their attitudes toward these strategies. In the pretest-posttest one-group design and descriptive quantitative research, the reading comprehension test and the questionnaire were used to collect the data of 90 EFL high school students in a school in rural Can Tho City. These students were assigned to apply test-taking strategies in a workshop every week in the second Semester of 2021-2022. The findings showed that (1) participating students’ reading comprehension scores improved after following the test-taking strategies after 07 weeks; and (2) students were positive about their being active in their testing practice despite certain challenges. As a result of such positive attitudes, they had high motivation for continuing their practice test-taking strategies for the future examination.

 

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##submission.authorBiographies##

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    Lien To Thi Nguyen is a teacher at Thoi Thuan Lower and Upper Secondary School, Vietnam. Her research interests include Reading Comprehension in high school students.

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    Tuyen Thanh Kim is a Doctor of Philosophy, School of Foreign Languages, Can Tho University, Vietnam. Her research interests include Autonomy learning, Culture, Process Genre Approach (PGA) in Writing, Testing and Assessment, and Curriculum Planning.

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Publikované

2022-08-24

Číslo

Diel 7 Číslo 4 (2022)

Sekcia

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