TEST-TAKING STRATEGIES AND TASK-BASED ASSESSMENT: THE CASE OF IRANIAN EFL LEARNERS

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BARATI HOSSEIN; KASHKOUL ZOHREH

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Paper Information

Journal: RESEARCH IN ENGLISH LANGUAGE PEDAGOGY (IRANIAN JOURNAL OF RESEARCH IN ENGLISH LANGUAGE TEACHING) Year:2014 | Volume:1 | Issue:2 Page(s): 66-77

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Title

TEST-TAKING STRATEGIES AND TASK-BASED ASSESSMENT: THE CASE OF IRANIAN EFL LEARNERS

Author(s)

BARATI HOSSEIN | KASHKOUL ZOHREH | Issue Writer Certificate

Keywords

TEST-TAKING STRATEGIESQ2

TASK-BASED ASSESSMENTQ2

READINGQ2

PROFICIENCYQ2

Abstract

The present study examined the effect of TASK-BASED ASSESSMENT on the type and frequency of TEST-TAKING STRATEGIES that three PROFICIENCY groups of Iranian adult EFL learners used when completing the First Certificate in English FCE READING paper. A total of 70 EFL university undergraduates (53 females and 17 males) took part in the main phase of this study. They were divided into three PROFICIENCY groups: high, intermediate, and low. A set of Chi-square analyses was used to explore the type and frequency of TEST-TAKING STRATEGIES used by participants. The results suggested that the intermediate group test takers used the strategies significantly different after completing each task (sub-test) in the FCE READING paper.However, the high and low proficient test takers> use of strategies was only significant after completing the third task of the FCE READING paper. The findings also revealed that a pattern could be drawn of the type of strategies used by the three PROFICIENCY groups who participated in this study. Nonetheless, such a pattern shifted at times depending on the ability of the test takers and/or the task under study.

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APA: Copy

BARATI, HOSSEIN, & KASHKOUL, ZOHREH. (2014). TEST-TAKING STRATEGIES AND TASK-BASED ASSESSMENT: THE CASE OF IRANIAN EFL LEARNERS. RESEARCH IN ENGLISH LANGUAGE PEDAGOGY (IRANIAN JOURNAL OF RESEARCH IN ENGLISH LANGUAGE TEACHING), 1(2), 66-77. SID. https://sid.ir/paper/240664/en

Vancouver: Copy

BARATI HOSSEIN, KASHKOUL ZOHREH. TEST-TAKING STRATEGIES AND TASK-BASED ASSESSMENT: THE CASE OF IRANIAN EFL LEARNERS. RESEARCH IN ENGLISH LANGUAGE PEDAGOGY (IRANIAN JOURNAL OF RESEARCH IN ENGLISH LANGUAGE TEACHING)[Internet]. 2014;1(2):66-77. Available from: https://sid.ir/paper/240664/en

IEEE: Copy

HOSSEIN BARATI, and ZOHREH KASHKOUL, “TEST-TAKING STRATEGIES AND TASK-BASED ASSESSMENT: THE CASE OF IRANIAN EFL LEARNERS,” RESEARCH IN ENGLISH LANGUAGE PEDAGOGY (IRANIAN JOURNAL OF RESEARCH IN ENGLISH LANGUAGE TEACHING), vol. 1, no. 2, pp. 66–77, 2014, [Online]. Available: https://sid.ir/paper/240664/en

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