Are They Right Participants for the Right Strategies? A Case Study in the Role of Levels of Language Ability in Strategy Use in Reading Section of TOEFL iBT
|
| Title | Are They Right Participants for the Right Strategies? A Case Study in the Role of Levels of Language Ability in Strategy Use in Reading Section of TOEFL iBT |
| Authors | |
| Abstract | This paper investigates any significant differences in levels of language ability in employing the test-taking strategies. It is an exploration for the application of proper strategies for the intended item types and the effects on the test scores. A list of test-taking strategies which was involved Reading and Test-management strategies (suggested by Cohen and Upton, 2006) in a test of reading comprehension of TOEFL iBT was employed. A total of 22 items, two computerized reading comprehension passages, were administered to undergraduate students (26 males and 40 females) majoring in English language and literature in a computer site at University of Tehran, IR Iran. The participants were asked to do the tests in no longer than 45 minutes and then specify the strategies that they employed in doing each reading comprehension item. Before administering the test, participants became generally familiar with the test procedures and test taking strategies in a pre-test session. Non-parametric statistics were used to analyze the collected data. The results showed that there is no significant difference among test-takers with respect to different language abilities. However, the comparison of the amount of usage among participants with various language proficiencies showed that the Low and Medium group were out-performed in comparison with the High group. The results revealed that language learners tend to make use of different test-taking strategies in test of reading comprehension- whether the correct strategies for the correct item types or vice versa- in any levels of language abilities. Furthermore, it is concluded that the use of strategies- either appropriate or inappropriate- espoused directly on the learner´s scores. And if the use of strategies are not directed it may cause unsuccessful result in the exams. Subsequently, some purposeful teaching of related strategies is suggested. |
| Publisher | ACADEMY PUBLISHER |
| Date | 2012-05-01 |
| Source | Theory and Practice in Language Studies Vol 2, No 5 (2012) |
| Rights | Copyright © ACADEMY PUBLISHER - All Rights Reserved.To request permission, please check out URL: http://www.academypublisher.com/copyrightpermission.html. |