Test-taking Strategies and Performance on Reading Comprehension Tests by Iranian EFL Learners

Natasha Pourdana, Fatemeh Bornaki, Zahra Moayedi Fard, Sayyed Yahya Sarkhosh


This study attempted to explore the possible relationship between test-taking strategies and (a) successful performance on English as a Foreign Language (EFL) reading comprehension, (b) EFL learners’ level of language proficiency. To accomplish the purpose of this study, 68 students of English translation of both genders were randomly selected and placed in the three Beginner, Intermediate and Advanced levels, at Alborz Institute for Higher Education, Qazvin, Iran. Analysis of Variances (ANOVA) proved that there was a significant and positive correlation between the scores in reading comprehension test and Oxford Placement Test. While the scores in reading comprehension test did not show any significant correlations with using the majority of test-taking strategies, they had a relatively low and negative but significant correlation with test management strategy. The findings in this study were interpreted as the low knowledge of test-taking strategies in Iranian EFL context and the importance of attending to the cognitive processes effective in taking language tests was emphasized. 



Test-taking, Strategies, EFL, Reading Comprehension, Proficiency level

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DOI: https://doi.org/10.7575/ijalel.v.1n.2p.138


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