scholarly journals Test-taking Strategies & Performance on Reading Comprehension Tests by Iranian EFL Learners

2012 ◽  
Vol 1 (2) ◽  
pp. 138-152
Author(s):  
Natasha Pourdana
Keyword(s):  
Reading Comprehension ◽  
Efl Learners ◽  
Test Taking ◽  
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>

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.

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