scholarly journals Differences between the test-taking strategies used by higher and lower proficiency level learners at Japanese high school in answering three types of reading comprehension tests

2006 ◽  
Vol 9 (0) ◽  
pp. 36-54
Author(s):  
Tsunehisa ISAJI
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Test Taking ◽  
Proficiency Level ◽  
Test Taking Strategies ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

scholarly journals Test-taking Strategies on Reading Comprehension Tests: A Review of Major Research Themes

2018 ◽  
Vol 6 (3) ◽  
pp. 207
Author(s):  
Mohammed S. Assiri ◽  
Emad A. Alodhahi
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Test ◽  
Reading Tests ◽  
Test Taking ◽  
Research Themes ◽  
Test Taking Strategies ◽  
And Performance ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

<p><em>There is a growing body of thought and research on strategy use on tests of reading comprehension. Nevertheless, there have been few research reviews that have treated major themes involved in thought and research on test-taking strategies, specifically in the context of reading comprehension. Hence, this paper reviews the themes that are central to the discussion of strategy choice and use on reading comprehension tests. Research themes that form the foci of the paper include discussion of test-taking strategies as they relate to the process of reading test-taking, formats of reading tests, validation of reading tests, level of language proficiency, and performance on tests of reading comprehension.</em></p>

scholarly journals Test-Taking Strategies and Reading Comprehension: A Correlational Investigation

2020 ◽  
Vol 9 (1) ◽  
pp. 155-165
Author(s):  
Fadi Al-Khasawneh
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Placement Test ◽  
Test Taking ◽  
Proficiency Level ◽  
Data Collection Process ◽  
Test Taking Strategies ◽  
Efl Students

There is an increasing interest of studies investigating the correlation between Test-Taking Strategies (TTSs) and reading comprehension achievement among EFL learners. The relationship between the aforementioned variables is still unclear and more studies are needed on this area. The major concern of this study is to examine the correlational relationship between the use of test-taking strategies and reading comprehension. The sample of this study included 64 undergraduate students majoring in English language in King Khalid University, Saudi Arabia. The present research employed three instruments for data collection process; English Language Placement Test was used to distribute students according to their proficiency level, two reading passages taken from TOEFL reading comprehension tests, and a questionnaire adapted from Cohen and Upton (2007) asking about TTSs. The results of the present study illustrated that Saudi EFL students used test-taking strategies at a moderate level. There was no statistically significant correlation between test-taking strategies use and students’ achievement in reading comprehension test. There was also no significant differences between test-taking strategies and students; achievement in reading comprehension attributed to language proficiency level. Some pedagogical implications for EFL teachers were presented and discussed.

scholarly journals Reading Performance of Science, Technology, Engineering and Mathematics (STEM) Students

2017 ◽  
Vol 5 (3) ◽  
pp. 47-58
Author(s):  
Jerryk Comawas Alico
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Senior High School ◽  
Science Technology ◽  
Significant Difference ◽  
And Mathematics ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

This causal-comparative research investigated whether reading comprehension performance differs if students read two different texts one that is related to their chosen field of study while the other is not. It also took interest in determining the influence of demographic and academic profile information on reading comprehension. Thirty students enrolled in the Science, Technology, Engineering and Mathematics (STEM) Strand of the Mindanao State University-Marawi Senior High School took two sets of reading comprehension tests for four times. The first set used texts whose topics are related to STEM while the second set used texts whose topics are taken from other fields of study like social sciences and economics. Findings revealed that in all four sessions of reading comprehension tests, there was a consistent significant difference between the performances of students in STEM-related and STEM-unrelated texts. Specifically, students performed better in test sets that used STEM-related texts. Moreover, there was no difference in the students’ performance when they were classified according to their gender and age. Interestingly, the curriculum they undertook in junior high school mattered in their reading comprehension performance on STEM-unrelated texts, which showed that students who were trained in science high schools performed better than other students did. These findings forward significant pedagogical implications for the effective teaching of English as well as other subject areas to Senior High School students with respect to instructional and reading materials used.

scholarly journals Using Tasks as a Pre-reading Procedure to Enhance L2 Reading Comprehension of Narrative Texts

Letrônica ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. e38492
Author(s):  
Dionatan Bastos Cardozo ◽  
Lêda Maria Braga Tomitch
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Empirical Study ◽  
Treatment Condition ◽  
Public High School ◽  
Narrative Texts ◽  
L2 Reading ◽  
L2 Reading Comprehension ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Based on the assumption that preparing the reader before reading can foster reading comprehension, this research presents an empirical study in which the effects of pre-reading tasks on reading comprehension of narrative texts in English as a second language2 (L2) were investigated. Nine participants from a public high school took part in this investigation and to collect data, two Reading Comprehension Tests were fulfilled by participants right after reading each text. As stimuli, two narrative texts were selected. In the treatment condition, participants were exposed to the pre-reading tasks proposed by Willis and Willis (2011), which were adapted to fit the context of this research, prior to reading one of the narrative texts. In the control condition, the second text received a glossary at the end of the passage. The results provided evidence that pre-reading tasks are able to foster the reading comprehension of narrative texts in L2, since participants’ performance was higher in the treatment condition, endorsing previous research on reading. Furthermore, the results also go in line with Willis and Willis’ claim that pre-reading tasks are beneficial for reading comprehension of narrative texts.

Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests

2021 ◽  
pp. 026553222199113
Author(s):  
Sarah Sok ◽  
Hye Won Shin ◽  
Juhyun Do
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Test Performance ◽  
Test Taker ◽  
Phonological Working Memory ◽  
Young Learners ◽  
L2 Learners ◽  
L2 Listening ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners’ ( n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants’ performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners’ L2 outcomes.

Sign in / Sign up

Export Citation Format

Share Document