Pedagogical effects of teaching test-taking strategies to EFL college students

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dc.contributor.authorLee, Jia-Ying
dc.date.accessioned2020-05-22T02:30:13Z
dc.date.available2020-05-22T02:30:13Z
dc.date.issued2019-10
dc.description.abstractThis study, an 18-week comparative experiment, examined the effects of instruction in test-taking strategy in English as a foreign language reading class. It involved an experimental group (68 students) taught test-taking strategies and a control group (66 students) that did not receive the instruction. Various means were used to investigate the pedagogical efficacy of the instruction of test-taking strategies. First, standardized reading tests revealed both groups’ reading comprehension performance for comparison before and after the experiment. Second, the effects of test-taking strategies on the experimental group were surveyed before and after the intervention. Third, the experimental group discussed perceptions regarding the intervention. Results show that the experimental group significantly outperformed the control group in the reading tests, had significantly better test-taking strategies, and strongly endorsed the usefulness of the instruction in test-taking strategy. This paper concludes with recommendations for teaching test-taking strategies to empower students to tackle reading tests.
dc.identifier.doi10125/66931
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66931
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjecttest-taking strategies
dc.subjectreading instruction
dc.subjectreading tests
dc.subjectreading strategies
dc.subjectstandardized reading tests
dc.titlePedagogical effects of teaching test-taking strategies to EFL college students
dc.typeArticle
dc.type.dcmiText
local.rfl.topicReading Instruction
prism.endingpage248
prism.number2
prism.startingpage226
prism.volume31

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