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

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dc.contributor.author Lee, Jia-Ying
dc.date.accessioned 2020-05-22T02:30:13Z
dc.date.available 2020-05-22T02:30:13Z
dc.date.issued 2019-10
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/66931
dc.description.abstract This 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.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject test-taking strategies
dc.subject reading instruction
dc.subject reading tests
dc.subject reading strategies
dc.subject standardized reading tests
dc.title Pedagogical effects of teaching test-taking strategies to EFL college students
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/66931
prism.volume 31
prism.number 2
prism.startingpage 226
prism.endingpage 248
local.rfl.topic Reading Instruction
Appears in Collections: Volume 31, No. 2


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