Exploring ESL learners' reading test taking strategies

Abstract

This study examined the test taking strategies of weak ESL students of an English language proficiency course. Test taking strategies are known as the methods that test takers use as an alternative aimed at attaining correct answers on a specified form of language assessment. The study adopted a qualitative study. The participants in this study were forty-four learners from the Bachelor of Arts Program. The learners were asked to think aloud while reading an assigned text to answer the questions. Four learners’ thinking aloud recordings were transcribed and analysed. Focus group interviews were carried out for triangulation purposes. Data collected were analysed manually. The ESL learners implemented many test taking strategies as they coped with the reading comprehension test. The findings of the study show how ESL students used cognitive, metacognitive, compensating, and social strategies. Participants expressed that understanding and reading the passage allowed them to draw conclusions better in answering the multiple choice questions. The findings revealed that they used a compensation strategy whereby they tried guessing the answers on a number of occasions. The findings of the study implicate teachers’ roles in L2 reading and also to guide the ESL learners in the process of answering reading passage and answer the comprehension questions.

Unpacking Vietnamese EFL Learners’ Deployment of Reading Test-Taking Strategies for the New TOEIC Test Format

“…They used memory strategies most frequently because understanding the reading texts may be one of the key strategies to do the reading tests effectively. This finding resonates with the theory claimed by scholars (e.g., Ellis et al, 1995;Phakiti, 2008;Singh et al, 2021) who have stated that test-takers use memory strategies to recall their prior knowledge of vocabulary and grammar to understand the reading texts. In terms of cognitive strategies, the findings showed that cognitive strategies were used at the second highest frequency, which may imply that participants may be aware of the importance of cognitive strategies and deployed them to construct the meaning from the reading texts.…”

“…It is probable that the participants may recognize the significance of making clear plans and goals while doing their tests, which is supported by the claims of scholars (Karbalaei, 2010;Jafarigohar (2014;Sheorey & Mokhtari, 2001) indicating that test-takers need to self-control and self-regulate what they are reading for reading comprehension accomplishment. As for affective strategies; the result suggested that the EFL learners in MCB English Center used affective strategies at a high level, which further confirms that affective strategies are one of the common strategies deployed by test-takers when they do tests (e.g., Dreyer & Oxford, 1996;Oxford, 1990;Singh et al, 2021). This finding may imply that participants may also encounter different affective factors while doing reading tests, so they might have to deploy affective strategies to cope with negative emotions.…”

“…Consistent with these concepts, Grabe (2009) illustrates that memory strategies are the process of recalling knowledge from long-term memory is a regularly employed test-taking strategy. In the same vein, Singh et al (2021) state comprehensively that memory strategies are strategies which involve several interrelated brain processes that can be triggered automatically when test-takers are subjected to tests. Once activated, prior knowledge from working memory and learned linguistic abilities can function harmoniously to enhance the possibility of attaining the highest test scores.…”

“…In the same line, Dreyer and Oxford (1996) consent that affective strategies are recognizing one's mood and anxiety, talking about thoughts and emotions, encouraging good performance, and using breathing techniques or positive self-talk. Singh et al (2021) point out the main characteristics of affective strategies are self-questioning and displaying emotions which are affected by many interacting variables such as test style, test anxiety, and type of test.…”

Strategies in Learning English Speaking Skill at English Department Students

“…The results of the research show that of all kinds of cognitive strategies, the strategy of using resources (English films) for receiving and sending messages is the strategy which has the highest number of users. In cognitive strategies, the students tend to use the strategy of using resources for receiving and sending messages (Hashim et al, 2018;Singh et al, 2021). Besides films, there are other resources that are used by the students are English programs on TV and radio, songs, and dictionary.…”