Effect of Task Experience on Iranian EFL Learners‟ Level of Anxiety and Performance on Task-based Tests

Motallebzadeh, Khalil; Mirzaee, Sepideh; Baghaei, Purya

doi:10.4304/tpls.2.1.86-91

Cited by 1 publication

(2 citation statements)

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“…It concluded that test-taking strategies develop test performance in one way or another. Similar studies conducted by Motallebzadeh (2009), Zare and Othman (2013), and Zare (2013) showed a significant correlation between reading strategies and reading test performance.…”

Section: Literature Reviewsupporting

confidence: 78%

“…A study on the relationship between students' choice of reading strategies and their task-based test performance conducted by Motallebzadeh (2009) showed a significant correlation between participants' IELTS scores and the reading strategies used: 'remember the content of the text' and 'when encountering difficulty'. Marjerison et al (2020) found that high-scoring participants employed expeditious reading strategies to find information, and more thorough reading strategies to find answers to question tasks.…”

Section: Literature Reviewmentioning

confidence: 99%

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Omani Student’s Awareness and Application of Reading Strategies in the IELTS-Based Reading Exams

Chinnathambi,

Anandan,

Dalangbayan

2024

jltr

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Students who know the exam format and the reading strategies of the IELTS or IELTS-based reading exams are at an advantage. They can quickly locate answers that are not explicitly stated in complex texts. Consequently, they get good scores, which help students secure a place in higher education. According to the British Council report, Omani students score below Band 5 in IELTS reading exams. Similarly, not many Omani students score high in the IELTS-based reading exams at the branches of the University of Technology and Applied Sciences (UTAS), Oman. Hence, this study seeks to answer the research questions of whether Omani students studying at level four are aware of the reading exam format and apply general and task-based reading strategies in the IELTS-based reading exams. The study adopted a quantitative research method, and data was collected from students (N=78) studying at level four in the preparatory studies center of UTAS-Ibra. This study is significant because it has implications for students, teachers, and policy-makers. The study findings confirm that students are aware of the exam format and apply general and task-based reading strategies in the IELTS-based reading exams.

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Section: Literature Reviewsupporting

confidence: 78%

Section: Literature Reviewmentioning

confidence: 99%