INTRODUCTION
Statement of the problem
The IELTS test has become increasingly popular worldwide as a key assessment tool for candidates seeking to enhance their career prospects or pursue further studies As a comprehensive evaluation of language proficiency, IELTS measures various skills such as vocabulary, grammar, and sentence structure Therefore, developing clear and strategic approaches to tackle the test effectively is essential for success.
Numerous studies have explored test-taking strategies, yet limited research has specifically addressed the strategies used in the IELTS reading module, which many Vietnamese candidates find particularly challenging This gap in research has motivated the investigation titled “IELTS Reading Test-Taking Strategies Employed by High Score Candidates in Academic Training Module.”
Purpose of the study
Effective test-taking strategies are essential for success among researchers, teachers, and learners, particularly for challenging standardized tests like the IELTS This study will explore the strategies employed by high-scoring candidates in the IELTS reading module, assessing the effectiveness of these techniques and highlighting the variations in test-taking approaches among successful candidates The research aims to offer valuable guidance and examples to help readers maximize their potential in test performance.
Scope
This study investigates the test-taking strategies of 100 Vietnamese English as a Foreign Language (EFL) learners who achieved a minimum band score of 7.0 in the reading module of the IELTS test Additionally, in-depth interviews were conducted with six selected candidates, showcasing a variety of reading strategies.
Research questions
The study is going to answer the following research questions:
1 What test-taking strategies frequently used by Vietnam test takers in performing IELTS Reading tasks?
2 How are those English test-taking strategies related to test takers‟ performance?
3 To what extent do the uses of English test-taking strategy of successful candidates vary significantly with their gender and learning experience?
If yes, what are the main patterns of variation?
Expected outcome and significance of the study
This research aims to identify the most effective test-taking strategies utilized by IELTS candidates and assess their effectiveness Additionally, it will analyze the variations in test-taking strategies among different users to determine the extent of these differences.
This paper serves as a valuable reference for understanding the test-taking strategies utilized by students in specific comprehension tasks Both IELTS candidates and trainers can benefit from the study's findings to enhance their reading strategies for the IELTS exam.
LITERATURE REVIEW
Reading
Reading is defined as the process of perceiving and understanding written text, as outlined by the Longman Dictionary of Applied Linguistics (1986), which highlights the importance of reading comprehension Collins English Learner's Dictionary emphasizes reading as an act of looking at and understanding information Anderson (1985) characterizes reading as a complex process requiring readers to construct meaning through various interconnected sources Skilled reading is described as constructive, fluent, strategic, motivated, and a lifelong endeavor Wixson et al (1987) further define reading as an interactive process involving the reader's existing knowledge, the text's information, and the reading context Ultimately, reading is about reducing uncertainty regarding a text's meanings, representing a negotiation of meaning between the text and the reader, influenced by the reader's knowledge, expectations, and strategies Importantly, different readers may interpret texts in diverse ways.
The Progress in International Reading Literacy Study (PIRLS) assessment framework indicates that there are two main purposes of reading: reading for literary purposes and reading for informational purposes
Grabe and Stoller (2002) identified seven distinct purposes of reading: seeking simple information, skimming, learning from texts, integrating information, writing or researching for writing, critiquing texts, and achieving general comprehension The specific aims and objectives of reading vary significantly among readers, as each individual has unique reading purposes.
Language learning strategies
Learning strategies are widely applicable across various fields, including math, science, history, and languages Weinstein and Mayer (1986) define learning strategies as the behaviors and thoughts a learner employs during the learning process to enhance their encoding of information Mayer (1988) further refines this definition, describing learning strategies as actions aimed at influencing how learners process information.
Language learning strategies refer to the specific actions, techniques, and behaviors that learners consciously employ to enhance their understanding and use of a foreign or second language (Oxford, 1990) These strategies serve as essential tools for fostering active, self-directed engagement, which is crucial for developing effective communicative skills in a new language (O'Malley & Chamot, 1990).
Numerous scholars, including notable linguists such as Wenden and Rubin (1987), O'Malley et al (1985), Oxford (1990), Stern (1992), and Ellis (1994), have sought to categorize language learning strategies Wenden and Rubin identified three primary types: learning strategies, communication strategies, and social strategies In contrast, Oxford's taxonomy (1990) distinguishes between direct and indirect strategies, providing a comprehensive framework for understanding language acquisition methods.
In 1985, O'Malley and Chamot developed a classification of three types of language learning strategies:
Metacognitive strategies involve awareness and understanding of the learning process, which includes planning, monitoring, and self-evaluating one's learning These strategies enhance the effectiveness of learning by encouraging learners to think critically about how they learn, assess their progress during the learning process, and reflect on their performance after completing tasks.
Cognitive strategies, which involve mental manipulating or transforming of materials or tasks, it is intended to enhance comprehension, acquisition, or retention
Social/affective strategies, as the name suggests, they concern with using social interactions to assist in the comprehension, learning or retention of information
Nevertheless, different scholars have proposed different categorizations for learning strategies (Brown, 1987; O‟ Malley & Chamot, 1990) Most of them recommend that students develop the following strategies:
Cognitive strategies are essential for learners as they help them concentrate on key elements of the material, enhance comprehension, facilitate retention for future use, and improve the ability to apply what has been learned effectively.
Communication strategies: These strategies are developed to initiate conversation, to maintain conversation, to negotiate meaning, and to terminate conversation
Global strategies for language learning include engaging with written materials in the target language, fostering friendships with native speakers, and enjoying films in that language Additionally, metacognitive strategies play a crucial role, as they involve planning for learning, monitoring progress, and evaluating outcomes.
Strategies of successful language learners
Numerous studies have explored the traits and strategies of effective language learners to enhance the skills of less successful learners Research has demonstrated a strong correlation between the application of learning strategies and student success, as evidenced by the work of Rubin (1975), Stern (1975), and Naiman et al (1978).
Rubin (1975) emphasized the importance of guiding less proficient language learners by encouraging them to adopt strategies used by more skilled individuals She identified seven key strategies commonly employed by effective language learners: guessing, effective communication, overcoming inhibition, focusing on form, consistent practice, self-monitoring, and prioritizing meaning.
Stern (1975) identified seven key language learning strategies that characterize effective language learners These strategies include experimenting with the language, planning learning activities, organizing the new language into a structured system, progressively revising knowledge, engaging in real communication, creating a distinct reference system for the target language, and cultivating the ability to think in that language.
Brown in 2007 described an account of good language learners‟ personality and he emphasized the need for teachers to enhance students‟ acquiring information process instead of just delivering it
3 Are creative, developing a “feel” for the language by experimenting with its grammar and words
4 Make their own opportunities for practice in using the language inside and outside the language classroom
5 Use memories and other memory strategies to recall what has been learned
6 Make errors work for them and not against them
7 Use linguistic knowledge, including knowledge of their first language, in learning a second language
8 Use contextual cues to help them in comprehension
9 Learn to make intelligent guesses
10 Learn chunks of language as wholes and formalized routines to help them
11 Learn certain tricks that help to keep conversation going
12 Learn certain production strategies to fill in gaps in their own competence
13.Learn different styles of speech and writing and learn to vary their language according to the formality of the situation
Table 1: Characteristics of good language learners (Brown, 2007: 259-260)
Generally, many writers such as O‟Malley and Chamot (1990), Oxford
(1990), Wenden (1991), Cohen (1998), Cohen and Macaro (2007) and Griffiths
(2008) have suggested that learners might be able to learn language more effectively by the use of language learning strategies and those language learning strategies differ from users to users.
Reading comprehension and test-taking strategies
Comprehension is the primary goal for readers of varying proficiency levels, and the effectiveness of reading strategies plays a crucial role in determining their understanding Research consistently shows that employing effective and suitable reading strategies significantly improves comprehension.
Different learners employ unique reading comprehension strategies, with two of the most prevalent being top-down and bottom-up approaches Top-down strategies enable readers to grasp the overall meaning of larger texts, such as paragraphs, making comprehension easier In contrast, bottom-up strategies focus on understanding the text sentence by sentence, requiring readers to comprehend each individual sentence to fully understand the entire passage (Cohen, 1998; Phakiti, 2003; Rogers & Harley, 1999).
Test takers often have preferred strategies for approaching exams, making it crucial to identify and promote effective tactics By encouraging the adoption of high-quality methods, individuals can enhance their test-taking performance and achieve better results.
Numerous studies have explored reading comprehension in second or foreign languages, highlighting the importance of understanding the underlying processes involved, as noted by Cohen (1998).
Understanding test-taking strategies is essential for analyzing how individuals approach assessments Research by Bachman & Palmer (1996), Cohen (1998), Phakiti (2003), and Rogers & Harley (1999) highlights that test-takers employ various strategies to enhance their performance According to Rogers and Harley (1999), these strategies involve utilizing the test's features and format to maximize correct responses Key strategies include carefully reading instructions, managing time effectively, identifying key terms in questions, postponing difficult questions, and reviewing answers for accuracy Additionally, Cohen (1998) noted that these strategies encompass both language use and test-wiseness techniques.
To effectively retain, remind, and apply information for tests, four key language use strategies can be employed: retrieval, rehearsal, cover, and communication strategies Additionally, test-wiseness strategies are closely linked to a test-taker's experience and knowledge (Cohen, 1998; Goh, 2002) Phakiti's research further explores these concepts.
2003 concluded that the use of metacognitive and cognitive strategies had constructive association with the reading comprehension test performance
Moreover, higher examinees tended to use more metacognitive strategy than the lower successful examinees
Test-taking strategies are essential skills that can be learned and developed Research indicates that among candidates with similar proficiency levels, those who utilize specific test-taking strategies tend to achieve higher scores compared to those who do not (Anderson, 2002; Bachman).
& Palmer, 1996; Cohen, 1998; Khaldieh, 2000; Phakiti, 2003; Rogers & Harley,
Understanding effective exam preparation and test-taking strategies can greatly influence students' attitudes towards assessments This knowledge not only reduces test anxiety and boosts self-confidence but also positively impacts exam scores, ultimately leading to greater academic success.
The IELTS test
The International English Language Testing System (IELTS) is a highly regarded testing system designed to evaluate the language proficiency of individuals aiming to study or work in English-speaking countries An IELTS certificate is essential for those seeking admission to universities not only in the UK but also globally, and it is widely respected by employers in Australia, Canada, Ireland, New Zealand, the UK, and the USA Jointly managed by the University of Cambridge ESOL Examinations, the British Council, and IDP: IELTS Australia, IELTS adheres to the highest international standards of language assessment.
The IELTS test offers two versions: Academic and General Training, both assessing four key skills: Speaking, Listening, Reading, and Writing This article will specifically examine the Reading skill within the Academic Training module, which evaluates the English language proficiency essential for success in academic and higher education settings.
IELTS reading test
The Academic and General Training modules differ significantly in their reading and writing tasks, while the listening and speaking components remain the same General Reading materials, such as notices, advertisements, and official documents, emphasize survival reading skills for workers In contrast, Academic Reading is designed for individuals pursuing undergraduate or postgraduate studies or seeking professional registration This article focuses on the reading test-taking strategies relevant to the Academic Training module, which have gained considerable attention in recent years.
The Academic Reading module covers a range of topics, including science, the environment, health, social psychology, technological advancements, and gender issues (Everett & Colman, 1999) IELTS passages are sourced from authentic, internationally recognized materials that maintain a neutral tone (Brook-Hart, 2012) This approach ensures that texts do not provoke offense or anxiety, require specialized knowledge, or rely on external world knowledge, adhering to objective testing guidelines (Everett & Colman, 1999, p 23).
In the IELTS Reading Test (Academic Module), there are a number of types of questions to compose the test, consisting of:
- Note/ summary/ flowchart/ table completion
- Matching heading for identified paragraphs/ sections of the text
- Identification of information in the text: true, false or not given
Familiarity with reading strategies is crucial for IELTS test takers, as the reading texts are often complex and challenging Additionally, understanding various question types found in the reading passages can significantly enhance performance, making it beneficial to learn specific techniques for each type.
Summary of previous studies
The cognitive processes that influence reader performance have been a contentious subject among scholars, leading to numerous studies in the field Notable research contributions include works by Hosenfeld (1977), Block (1986, 1992), Nevo (1989), Farr, Pritchard, and Smitten (1990), Sugirin (1999), Ahmad and Asraf (2004), Rupp, Ferne, and Choi (2006), Stahopoulou and Nikaki (2009), and Karbalei (2010).
Hosenfeld (1977) demonstrates the connection between reading strategies and reader success through think-aloud protocols and interviews He finds that less advanced readers often rely on a Bottom-up model, focusing on decoding text at a granular level, which limits their comprehension to individual words and phrases In contrast, proficient readers utilize their interests, world knowledge, and reading skills, which enhance their overall reading comprehension and engagement with the text.
Applying a multi-method approach including think-aloud protocol analysis, retelling or retrospection, in-depth interviews and casual observations Sugirin
A study conducted in 1999 revealed that poor readers often relied on a bottom-up approach to reading comprehension, while proficient readers favored a top-down model This effective strategy involved skimming the text, making inferences, connecting with prior knowledge, and evaluating and paraphrasing information Consequently, a significant disparity was observed in comprehension levels and the variety of strategies employed by English as a Foreign Language (EFL) readers.
In the late 1990s, Block (1986) conducted a study comparing native and nonnative English-speaking college students using think-aloud protocols The results revealed that while all participants employed various reading strategies, only a few effectively used them to enhance comprehension Higher-scoring readers utilized a top-down approach, integrating new information with prior knowledge, extracting main ideas, and focusing on word meanings Conversely, lower-scoring readers seldom applied these strategies In a subsequent 1992 study, Block examined the comprehension-monitoring processes of proficient versus non-proficient English readers The findings indicated that proficient readers actively assessed their background knowledge and used context clues to decipher word meanings, whereas less proficient readers struggled to understand key terms and did not attempt to uncover meanings.
Aimed at investigating the relationship between the test-taking behaviours and reading comprehension of a group of college students, Farr, Pritchard, and Smitten
In a study conducted by 1990, introspective and retrospective interviews were utilized after participants completed a multiple-choice reading comprehension test, revealing significant patterns in test-taking behaviors categorized into three main areas: overall task approach, specific reading strategies, and test-taking strategies The findings highlighted common challenges faced by test-takers, with the predominant strategy being the use of questions to locate relevant information in the text Additionally, certain test-taking strategies were noted to overlap across various language skills, such as the tendency to read questions first in both reading and listening comprehension tests While reading strategies are generally employed during reading activities and relate to text comprehension, test-taking strategies are specifically activated in response to test questions, indicating a distinct difference in their application.
Research indicates that high proficiency test takers employ more effective problem-solving strategies during reading tests, leading to better performance compared to low-level test takers (Nevo, 1989) Similarly, Bachman (1985) highlighted that skilled test takers demonstrate advanced text-level comprehension abilities Furthermore, Phakiti (2003) emphasized that proficiency level significantly influences strategy use, noting that high-proficiency individuals tend to utilize strategies like monitoring and checking more automatically than those with lower proficiency.
Another research on the underlying strategies employed by second language learners in comprehending both the source text and target text was conducted in
In 2004, Ahmad and Araf conducted a study to investigate the differences in reading comprehension strategies between good and average readers, focusing on eight sub-skills The findings revealed significant differences in the strategies employed, with good readers demonstrating a greater focus on various question types compared to their average counterparts The researchers emphasized the importance of enhancing reading comprehension and vocabulary skills to help students develop critical text analysis abilities.
Numerous studies have focused on reading strategies, particularly in distinguishing the approaches of high-proficient versus low-proficient readers However, there has been a lack of research on reading and test-taking strategies specifically within the IELTS Test context Therefore, this study aims to explore the "IELTS reading test-taking strategies employed by high-scoring candidates in the academic training module," with the primary goal of identifying the most frequently and effectively used strategies for tackling the test.
METHODOLOGY
Participants and setting
The IELTS test is a focal point for many English learners striving to achieve specific scores for various purposes, including meeting institutional requirements, studying abroad, or pursuing academic goals Consequently, research into effective reading strategies is essential to guide these learners The researcher chose to adopt this approach.
To ensure a diverse and suitable participant pool, the study was extensively promoted among teachers, students, and English language learners across Vietnam, specifically targeting those who achieved a minimum score of 7.0 in the Reading module of the IELTS test administered by British Council or IDP centers The majority of respondents included friends and colleagues of the researchers, as well as students from the University of Languages and International Studies at Vietnam National University and the School of Foreign Languages at Thai Nguyen University A score of 7.0 is deemed appropriate by the researcher, as the British Council classifies these individuals as proficient users of English, possessing an "operational command" of the language with only minor errors and the capability to understand complex arguments.
9 Expert user Has fully operational command of the language: appropriate, accurate and fluent with complete understanding
8 Very good user Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriate words Misunderstandings may occur in unfamiliar situations Handles complex detailed argumentation well
7 Good user Has operational command of the language, though with occasional unsystematic inaccuracies and inappropriate words Misunderstandings may occur in unfamiliar situations Handles complex detailed argumentation well
6 Competent user Has generally effective command of the language despite some inaccuracies, inappropriate words and misunderstandings Can use and understand fairly complex language particularly in familiar situations
5 Modest user Has partial command of the language despite some inaccuracies, inappropriate words and misunderstandings Can use and understand fairly complex language particularly in familiar situations
4 Limited user Basic competence is limited to familiar situations
Has frequent problems in understanding and expression Is not able to use complex language
Conveys and understands only general meaning in very familiar situations Frequent breakdowns in communication occur
Intermittent users of English can only communicate basic information through isolated words or short phrases in familiar contexts to address immediate needs They struggle significantly with understanding both spoken and written English.
1 Non user Essentially has no ability to use the language beyond possibly a few isolated words
0 Did not attempt the test
Table 2: IELTS: Guide for Teachers (British Council, 2008)
A survey link was distributed to over 100 individuals, resulting in satisfactory feedback from only 100 participants due to unqualified scores The research sample comprised 100 individuals from various age groups and fields, with the primary requirement of achieving a minimum score of 7.0 in the Reading module of the IELTS test Among the selected participants, 79 were female and 21 were male.
Figure 1: The number of participant according to gender
The participants in the study exhibited a wide range of experience in English language learning and teaching Among them, 50 respondents had over 10 years of experience, 22 participants fell into the experienced category with 5 to 10 years, while 28 individuals were classified as less experienced, having less than 5 years in the field.
Figure 2: English experience of participants
All participants were familiar with the IELTS test, leading to a comprehensive survey of high-scoring IELTS Reading Academic module candidates This investigation provided valuable insights into the specific strategies employed in IELTS reading skills Additionally, in-depth interviews with six participants from diverse backgrounds were conducted to understand their rationale and methods for utilizing these strategies Key findings were also drawn from a group of 100 participants, highlighting their overall English learning experiences and specific IELTS skills.
Research method
This research utilized survey and descriptive methods to investigate the test-taking strategies of 100 Vietnamese students majoring in English as a foreign language A mixed-method approach was employed, beginning with a survey questionnaire divided into two sections The first section included four personal questions regarding the participants' gender, English learning experience, IELTS Reading scores, and their motivations for taking the IELTS The second section featured 26 reading strategies identified by Farr, Pritchard, and Smitten (1990), as well as Rupp, Ferne, and Choi.
In the studies conducted by Cohen & Upton (2007) and Dinh Phuong (2014), participants utilized a Likert scale to indicate their frequency of behaviors, ranging from "never" to "always." Following the survey, participants were categorized into distinct groups for individual interviews These semi-structured interviews aimed to explore the participants' motivations and reasoning behind their chosen approaches.
Research Instruments
A detailed survey questionnaire will gather information on participants' age, gender, English proficiency, and their overall experience with English and the IELTS exam This comprehensive approach will enhance the research by revealing the most and least common strategies used by IELTS test takers, ultimately yielding valuable insights into their learning experiences.
The survey questionnaire served as the primary tool for identifying strategies used by various participants, allowing for the rapid collection of extensive information on both general understanding and specific user traits This research instrument enabled the gathering of three crucial types of data—factual, behavioral, and attitudinal—essential for the study's findings (Dornyei, 2003).
The study utilizes a survey questionnaire to explore the frequency of language learning strategies among high-scoring IELTS test takers, incorporating three types of questions: factual, behavioral, and attitudinal Factual questions assess demographics and English learning experiences, while behavioral questions gauge participants' habits in language learning strategies Attitudinal questions focus on test-takers' interests in specific reading strategies, following Dornyei's (2003) framework, which structures the questionnaire into five sections: title, instructions, items, additional information, and a closing thank you The questionnaire underwent a review process involving feedback from the researcher’s supervisor and colleagues, leading to necessary adjustments before distribution To ensure response quality, Cronbach’s alpha was employed to measure reliability and shared covariance among responses.
After collecting and classifying survey questionnaire results, individual interviews were conducted following Hatch's (2002) semi-structured framework The interview questions, primarily open-ended and focused on "What," "Why," and "How," encouraged participants to articulate their thoughts and reading strategies for IELTS tasks Given the geographical distance of some interviewees, four were interviewed via Skype, while the others were colleagues of the researcher The interviews resembled discussions between test-takers and the researcher, although a prepared set of basic questions and guidelines was established in advance to ensure coherence and direction.
Some typical questions which appeared in most of the interview prompts were:
- Do you often use the reading test-taking strategies in IELTS test? (This question aims at asking the degree of adopting the test-taking strategies of test takers)
To successfully tackle the IELTS reading tasks, begin by familiarizing yourself with the test format, which includes three passages of increasing difficulty Next, skim each passage to grasp the main ideas and structure, focusing on headings, subheadings, and any highlighted terms Then, read the questions carefully to identify keywords that will guide your search for answers As you read, underline or highlight key information and take notes to help you remember important details Time management is crucial; allocate specific time for each passage and question set to ensure you complete the test within the given timeframe Lastly, review your answers, if time permits, to correct any mistakes and ensure accuracy.
- Why do you follow the described steps? (This question aims at comprehending the reasons of taking the reading strategies)
Reading strategies play a crucial role in determining test performance, as they can significantly influence how well students comprehend and retain information Understanding the connection between effective test-taking strategies and successful outcomes is essential for improving academic results If one believes these strategies do not impact test results, it is important to explore the reasons behind this perception and consider alternative approaches to enhance performance.
- In your opinion, what are the advantages of your reading strategies? (This question aims at identifying the benefits of employing reading strategies)
- In your opinion, what are the disadvantages of your reading strategies? (This question aims at identifying the drawbacks of employing reading strategies)
The follow-up interview aims to conduct a thorough investigation into the strategies employed by various test takers, uncovering valuable insights that are not obtainable through the survey component.
Data analysis procedure
The data collection procedure involved two main phases: broad surveying and in-depth interviewing Initially, participants provided key insights regarding their general English studying experiences and specific IELTS strategies They evaluated 26 listed reading strategies based on their preferences The collected responses were meticulously analyzed to select interviewees for one-on-one discussions, focusing on those who expressed diverse opinions During the follow-up interviews, semi-structured questions centered on "How" and "Why" were employed to delve deeper into the application of each strategy This approach enabled a comprehensive understanding of the effectiveness and differences of various strategies utilized by successful IELTS candidates.
The researcher provided a comprehensive analysis of the data collected from the survey and interviews, followed by a critical examination that involved categorizing and synthesizing the information to effectively address the three proposed research questions.
1 What test-taking strategies frequently used by Vietnam test takers in performing IELTS Reading tasks?
2 How are those English test-taking strategies related to test-takers‟ performance?
3 To what extent do the uses of English test-taking strategy of successful candidates vary significantly with their gender and learning experience? If yes, what are the main patterns of variation?
The study employed both qualitative and quantitative research methods to gain a comprehensive understanding of the problem Individual interviews were conducted to gather in-depth insights into participants' thoughts and opinions, allowing the researcher to analyze the relationship between strategy use and test-takers' performance on IELTS reading tasks Additionally, a paper survey was administered to 100 successful English learners to collect quantitative data on the factors contributing to their success The findings from both qualitative and quantitative methodologies were then compared and contrasted to identify similarities and differences, enriching the overall analysis.
A comprehensive list of 26 general and specific IELTS reading strategies, developed by scholars and researchers such as Farr, Prichard, and Smitten (1990), Rupp, Ferne, and Choi (2006), Cohen & Upton (2007), and Dinh Phuong (2014), serves as a valuable guide for both researchers and participants.
IELTS Reading test-taking strategies
1 Have a purpose of reading to answer the question only
3 Make predictions about what you are going to read by looking at any pictures with the text and bold word in title
4 Underline key words in the questions
5 Highlight important information as you read
6 Look for key words in the questions and words and phrases with similar and related meanings in the texts, look for a paraphrase of each statement
7 Scan quickly for numbers, names, dates and words around it to get the answers
8 Remember that the questions follow the order of the passage
9 Don‟t try to read every word
10 Try to summarize after you read
11 Read the first sentence of each paragraph for main idea
12 Look for how the text is organized and ignore details
13 Try to predict where the author‟s points are leading
14 Get the gist of each paragraph
15 Pay special attention to the first part of the passage
16 Find short sentences within paragraphs
17 Form ideas about the text while reading
18 Relate what you read to what you already know
19 Look for context clues for the meaning of unfamiliar or difficult word
20 Answer the questions you know first
21 Avoid answers that are too specific or too broad
22 Always look for answers that sound consistent with the idea in the text
23 Guess the meaning of any word in the stem you do not know
24 Use prior knowledge to answer questions
25 Guess if you cannot find the answer
26 Make sure you find evidence in the text to answer the question, try not to use what you think is true
Table 3: IELTS Reading test-taking strategies
FINDINGS AND DISCUSSION
Reading test-taking strategies used by IELTS candidates in performing
4.1.1 Testing the reliability of data
Before going to analyze the result, the researcher used SPSS system to calculate the reliability of data, specifically the strategies use by using Cronbach‟s alpha feature
Table 4: Reliability of General Strategies
Table 5: Reliability of Text-related Strategies
Table 6: Reliability of Question-related Strategies
Based on George and Mallery (2003, cited in Joseph & Rosemary, 2003, p.87)‟s rules of thumb:
Excellent Good Acceptable Questionable Poor Unacceptable able 7: George and allery’s cronbach α value range
The reliability of the collected data was deemed "good" and "acceptable," with values indicating strong consistency: 0.9 > 0.892 > 0.8, 0.8 > 0.774 > 0.7, and 0.8 > 0.785 > 0.7 Furthermore, no items exceeded the alpha value across the three types of strategies, confirming that the data was qualified for analysis.
4.1.2 Reading test taking strategies used by IELTS c andidates
Oxford‟s (1990) key to understanding mean scores on SILL-based instruments was employed to report the frequency of English test-taking strategy use:
High use = 4.5 to 5.0 (always or almost always used and 3.5 to 4.4 (usually used)
Medium use = 2.5 to 3.4 (sometimes used)
Low use= 1.5 to 2.4 (usually not used) or 1.0-1.4 (never or almost never used)
1 Have a purpose of reading to answer the question only 3.24 1.208 Medium use
2 Budget your time 3.68 1.100 High use
3 Make predictions about what you are going to read by looking at any pictures with the text and bold word in title
4 Underline key words in the questions 3.41 1.264 High use
5 Highlight important information as you read the text 3.73 1.238 High use
6 Look for key words in the questions and words or phrases with similar and related meanings in the texts, look for a paraphrase of each statement
7 Scan quickly for numbers, names, dates and words around it to get the answers
8 Remember that the questions follow the order of the passage 3.58 1.241 High use
9 Don‟t try to read every word 3.02 1.318 Medium use
10 Try to summarize after you read
11 Read the first sentence of each paragraph for main idea 3.33 1.256 Medium use
12 Look for how the text is organized and ignore details 2.86 1.223 Medium use
13 Try to predict where the author‟s points are leading 3.45 1.192 High use
14 Get the gist of each paragraph 3.22 1.284 Medium use
15 Pay special attention to the first part of the passage 3.51 1.283 High use
16 Find short sentences within paragraphs 3.18 1.123 Medium use
17 Form ideas about the text while reading 3.26 1.346 Medium use
18 Relate what you read to what you already know 3.34 1.265 Medium use
19 Look for context clues for the meaning of unfamiliar or difficult word
20 Answer the questions you know first 3.13 1.315 Medium use
21 Avoid answers that are too specific or too broad 3.22 1.079 Medium use
22 Always look for answers that sound consistent with the idea in the text 3.02 1.435 Medium use
23 Guess the meaning of any word in the stem you do not know 3.25 1.373 Medium use
24 Use prior knowledge to answer questions 3.10 1.460 Medium use
25 Guess if you cannot find the answer 3.16 1.448 Medium use
26 Make sure you find evidence in the text to answer the question, try not to use what you think is true
Table 8: Means and Standard Deviations Indicating Test-taking Strategy Use
The overall mean strategy usage was rated at 3.00 on a 5-point Likert scale, indicating a "medium" level of strategy application Among the strategies assessed, nine were categorized as "high" usage, with strategy 06—focusing on identifying key words in questions and finding related meanings in texts, as well as paraphrasing statements—achieving the highest mean score of 3.87.
In a recent analysis of IELTS test-takers' preferences, strategy 02, "Budget your time," ranked second with a mean score of 3.73 Other favored strategies included 07, 08, and 19, which emphasize scanning for key information, following the order of questions, and utilizing context clues for understanding unfamiliar words While 17 strategies were classified as "medium" use, strategy 12, which advises test-takers to focus on text organization and disregard unnecessary details, received the lowest overall mean score.
Most IELTS test-takers are advised to review the questions before reading the text to better understand what is being asked By paraphrasing the questions, they can identify the relevant information in the text more effectively All interviewees confirmed that their approach involves examining the questions first, paraphrasing them for clarity, and then locating corresponding information in the reading material.
Numerous studies have confirmed similar findings, including Lunenfeld's 1981 assertion that previewing questions before reading a passage can save time and focus attention on specific information This insight is supported by the research of Weir, Hawkey, Green, and Devi.
In a study by 2006, it was found that all participants utilized keyword identification as their primary test-taking strategy, which effectively aided them in finding relevant information for their answers Pour Mohammadi & Abidin (2011) and Zare (2012) further supported this by showing that previewing questions helps examinees identify where to locate necessary information However, some participants expressed that previewing questions without first skimming the entire text made it challenging to answer, as they struggled to grasp the main ideas and often overlooked critical information that could assist in answering the questions.
To effectively answer any question, the initial step involves carefully examining the question and highlighting the key word My teacher emphasizes this approach, making it a familiar practice for me Additionally, I've observed that the text often contains similar words to those in the questions, which typically hold the key to finding the correct answer.
P5: In any type of question, I always read the questions first and pay attention or remember or even underline the key word in the questions
P6: Identifying key word in the question is really crucial to know what information I have to find in the text
Interviewees emphasized the importance of highlighting key information in the text, as this practice aids in easily identifying crucial points and clarifying the main ideas during reading.
“highlight important information as you read the text” ranks second in terms of frequency
“Scanning”; “Remembering the answers follow the order of the text” and
High-scoring IELTS test takers often utilize context clues to decipher unfamiliar or challenging words Research on reading strategies highlights the importance of scanning techniques, as demonstrated in studies by Bachman & Palmer (1996), Brown (1987), Chastain (1988), Cohen (1998), Ellis (2008), and Phakiti.
To understand unfamiliar words, I frequently examine the surrounding phrases and sentences, as they often provide context, definitions, or related terms that clarify the word's meaning.
P2: When I do not know the exact meaning of a new word I often look for context clues, which will certainly provide some information about this one
P3: Context plays a crucial role in helping readers guess the meaning of the word that they do not know I always follow this strategy
Some strategies may not be effective for most participants, such as the common approach of focusing on text organization while ignoring details This method is understandable in a testing context, where answering more questions leads to higher scores, allowing test takers to skip thorough reading and comprehension of the text Phakiti (2003) supports this by indicating that the scanning technique enables readers to quickly process a large volume of material without needing to grasp every word (Cohen, 1998; Pearson, 1988; Phakiti, 2003).
The survey analysis reveals that IELTS takers employ various strategies while reading, including general, text-related, and question-related approaches By using a diverse set of strategies, participants enhance their comprehension of the passages.
How are those English test-taking strategies related to test takers‟ performance?
Correlation analyses were conducted to explore the relationship between English test-taking strategies and students' test performance The findings were analyzed using ANOVA, and the results are presented in the accompanying table.
* Correlation is significant at the 0.05 level (2-tailed)
** Correlation is significant at the 0.01 level (2-tailed)
Table 9: Correlation between English Test-taking Strategy Use and Students’
The research indicates a significant correlation between students' test performance and their English test-taking strategies, as evidenced by a p-value of less than 0.05 Among the strategies analyzed, general strategies have the most substantial impact on performance, with a beta coefficient of 0.355, followed by text-related strategies at 0.259.
Research by Chiu (2011) and Scharnagl (2004) highlights that utilizing test-taking strategies can enhance test performance and boost students' reading comprehension scores Additionally, O'Malley & Chamot (1990) and Oxford (1990) reinforced these findings in their comprehensive studies, confirming the effectiveness of these strategies in improving academic outcomes.
“facilitate and improve language learning and assist language learners in different ways” and certainly learners‟ test scores would be improved
When being interviewed, all interviewees agreed that test-taking strategies had influence on test performance to some extent, especially in IELTS – the test of language ability
Effective test-taking strategies enable me to complete exams more efficiently and comfortably, as I consistently utilize familiar techniques I believe that these strategies significantly enhance my overall test scores.
Effective test-taking strategies significantly boost my confidence during exams By preparing in advance and practicing the test multiple times, I can complete it more quickly These strategies enable me to locate answers more easily, resulting in a higher number of correct responses.
Test-taking strategies are invaluable for success in exams My teacher emphasizes essential skills like skimming, scanning, reading questions first, and underlining key terms These techniques enable me to understand the questions better and locate answers more efficiently Utilizing effective test-taking strategies significantly enhances my performance.
I feel I can do the test better, quicker
P4: Test-taking strategies are good, I think it is essential to apply when taking the IELT test
Overall, the data analyzed from the survey and the interview sections demonstrated clearly that test-taking strategies affect IELTS score to some degree.
Is there any difference in English test-taking strategy use among
By using frequency analysis on SPSS system, the researcher can point out the average mean of using different test-taking strategies of various groups of test- takers
First, it is the difference in test-taking strategies of male and female groups
1 Have a purpose of reading to answer the question only 2.86 1.621 3.34 1.164
3 Make predictions about what you are going to read by looking at any pictures with the text and bold word in title
4 Underline key words in the questions
5 Highlight important information as you read the text 3.71 1.271 3.73 1.237
6 Look for key words in the questions and words and phrases with similar and related meanings in the texts, look for a paraphrase of each statement
7 Scan quickly for numbers, names, dates and words around it to get the answers 4.05 1.203 3.57 1.195
8 Remember that the questions follow the order of the passage 3.81 1.250 3.52 1.239
9 Don‟t try to read every word
10 Try to summarize after you read
11 Read the first sentence of each paragraph for main idea 3.10 1.221 3.39 1.265
12 Look for how the text is organized and ignore details 2.76 1.221 3.18 1.217
13 Try to predict where the author‟s points are leading 3.29 1.231 3.49 1.186
14 Get the gist of each paragraph 3.14 1.389 3.24 1.263
15 Pay special attention to the first part of the passage 3.24 1.446 3.58 1.236
16 Find short sentences within paragraphs 2.95 1.244 3.24 1.089
17 Form ideas about the text while reading 3.24 1.446 3.27 1.327
18 Relate what you read to what you already know 3.14 1.424 3.39 1.224
19 Look for context clues for the meaning of unfamiliar or difficult word 3.05 1.322 3.73 1.184
20 Answer the questions you know first 3.14 1.389 3.13 1.304
21 Avoid answers that are too specific or too broad 3.00 1.095 3.28 1.073
22 Always look for answers that sound consistent with the idea in the text 3.19 1.504 2.97 1.423
23 Guess the meaning of any word in the stem you do not know 3.57 1.363 3.16 1.372
24 Use prior knowledge to answer questions 2.90 1.446 3.15 1.468
25 Guess if you cannot find the answer 3.48 1.250 3.08 1.492
26 Make sure you find evidence in the text to answer the question, try not to use what you think is true
Table 10: Means and Standard Deviations Indicating Test-taking Strategy Use of Male and Female
The findings reveal that males predominantly utilize strategy 07, which involves quickly scanning for numbers, names, dates, and surrounding words to find answers Following this, they frequently employ strategy 06, focusing on identifying key terms in the questions and searching for related meanings and paraphrases within the text.
On the contrary, strategy 12 receives the least attention (Look for how the text is organized and ignore details)
The strategic approaches utilized by females differ significantly from those of males While Strategy 06, which involves identifying key words in questions and finding paraphrases in the text, ranks as the second choice for males, it emerges as the top preference among females Additionally, Strategies 05 and 19, which focus on underlining key words and seeking context clues for unfamiliar terms, share a second-place ranking with a mean score of 3.73 Conversely, Strategy 16 is the least favored option among females.
(Find short sentences within paragraphs)
Research indicates a clear distinction in the strategic approaches of females and males, yet both genders predominantly utilize general strategies over other types Interestingly, despite these differences in strategy use, the IELTS test scores for both groups show minimal variation.
Table 11: Correlation between gender and IELTS test score
The difference in strategy use among English learning experience groups are also explored by using the frequency analysis
Items Statements < 5 years 5-10 years >10 years
1 Have a purpose of reading to answer the question only
3 Make predictions about what you are going to read by looking at any pictures with the text and bold word in title
4 Underline key words in the questions 3.39 1.397 3.27 1.202 3.48 1.233
5 Highlight important information as you read the text
6 Look for key words in the questions and words or phrases with similar and related meanings in
3.75 1.236 3.82 1.097 3.96 1.177 the texts, look for a paraphrase of each statement
7 Scan quickly for numbers, names, dates and words around it to get the answers
8 Remember that the questions follow the order of the passage
9 Don‟t try to read every word 2.57 1.620 2.55 800 3.16 1.267
10 Try to summarize after you read 3.07 1.386 3.23 1.412 3.50 1.233
11 Read the first sentence of each paragraph for main idea
12 Look for how the text is organized and ignore details
13 Try to predict where the author‟s points are leading
14 Get the gist of each 2.71 1.150 3.14 1.283 3.54 1.281 paragraph
15 Pay special attention to the first part of the passage
16 Find short sentences within paragraphs 2.82 1.124 3.27 985 3.34 1.154
17 Form ideas about the text while reading 2.86 1.325 3.18 1.296 3.52 1.344
18 Relate what you read to what you already know
19 Look for context clues for the meaning of unfamiliar or difficult word
20 Answer the questions you know first 3.11 1.397 3.27 1.518 3.08 1.192
21 Avoid answers that are too specific or too broad
22 Always look for answers that sound consistent with the idea in the text
23 Guess the meaning of any word in the stem
24 Use prior knowledge to answer questions 2.75 1.404 3.64 1.364 3.06 1.490
25 Guess if you cannot find the answer 2.68 1.389 3.18 1.435 3.42 1.444
26 Make sure you find evidence in the text to answer the question, try not to use what you think is true
Table 12: Means and Standard Deviations Indicating Test-taking Strategy Use based on English learning experience
According to the data, learners with less than five years of English experience favor strategies such as budgeting their time and identifying key words and paraphrases in texts Conversely, the least utilized strategy is having a specific purpose for reading solely to answer questions This trend highlights that less experienced learners tend to focus heavily on timing during their preparation, often reading every word to grasp the main ideas rather than directly addressing the questions An interviewee from this group echoed this observation.
During the IELTS test, I frequently check the time on my watch Initially, when I started learning IELTS, I had a tendency to read the text thoroughly to grasp the main ideas I believe that early learners often make similar mistakes.
From 05 to 10 years‟ English learning experience group shows many dissimilarities with less than 5 years‟ English learning experience group Strategy
Highlighting important information while reading is crucial, as it serves as the first priority in effective comprehension Following this, strategies that focus on identifying key words in questions and finding synonyms or paraphrases within the text are essential for understanding the material Additionally, quickly scanning for numbers, names, and dates can aid in locating answers efficiently Lastly, understanding the organization of the text while ignoring unnecessary details is vital Experienced individuals tend to be familiar with the test format and reading skills, allowing them to focus more on extracting answers rather than fully engaging with the text.
The most experienced group exhibits notable similarities with the second group, primarily utilizing Strategy 19, which focuses on seeking context clues to understand unfamiliar or challenging words Following closely is Strategy 06, emphasizing the identification of key terms in questions and related phrases within the text, as well as paraphrasing each statement In contrast, the least employed strategy ranks at the bottom of the list.
Many individuals believe it is incorrect to use prior knowledge when answering reading comprehension questions, insisting that responses should rely solely on the text provided (P5) They often resort to their previous understanding only when they cannot locate answers within the text This reliance on prior knowledge can lead to discrepancies, particularly in contexts like the IELTS Reading, where the information may not align with their existing knowledge.
Data analysis reveals a strong correlation between IELTS scores and English learning experience, indicating that learners with more experience tend to achieve higher scores.
Table 13: The correlation between English learning experience and IELTS score
Overall, there exist many differences in what, when and how to use strategies among individual participants However, still some resemblances between identified groups (gender, English experience) may have.
CONCLUSION
Summary of the major findings
High-scoring test takers typically employ a moderate range of test-taking strategies, often approaching the exam with the mindset of simply answering questions This leads them to read questions first, underline key terms, and search for related paraphrases in the text They frequently mark important information while reading to better track ideas and locate answers Time management is crucial, particularly for new English learners who are more conscious of the clock Common strategies include scanning for context clues and recognizing that answers generally follow the order of the passage Conversely, less favored strategies among participants include reading every word, analyzing text organization while ignoring details, and relying on prior knowledge to answer questions.
The study reveals a strong correlation between reading strategies and test takers' performance, highlighting that general tactics have the most significant impact, followed by text-related strategies and question-related strategies These findings align closely with prior research conducted by Chiu (2011), Scharnagl (2004), and O'Malley, reinforcing the importance of effective reading strategies in enhancing test outcomes.
Research indicates that test-taking strategies are essential for enhancing IELTS scores, as evidenced by a comprehensive review of literature (Chamot, 1990; Oxford, 1990; Cohen, 1984; Nevo, 1989; Phakiti, 2008; Radojevic, 2009; Rezaee, 2005) Furthermore, data gathered from interviews reveal unanimous agreement among participants, with 100% affirming the significant impact of these strategies on their test performance.
The research reveals significant diversity and similarity in test-taking strategies among different user groups Males predominantly favor scanning skills, while females are more inclined to use keyword searching and paraphrasing, although both genders prioritize similar strategies Notably, IELTS scores between the groups show minimal differences Additionally, learners' English experience influences their strategy usage; those with less than five years of experience focus heavily on timing and comprehension, whereas more experienced individuals employ specific test-taking strategies like keyword searching and paraphrasing, often neglecting text organization and prior knowledge Ultimately, the findings suggest that experienced readers tend to achieve higher scores compared to their less experienced counterparts.
Implications for IELTS test takers and IELTS trainers
Test-taking strategies significantly enhance performance, particularly for IELTS candidates who should prepare in advance by understanding various task types It is essential for IELTS trainers and English teachers to incorporate these strategies into their curriculum, as awareness and modeling of these techniques can empower learners to utilize them effectively (Alderson, 2000) Those feeling anxious about the IELTS test can benefit from the findings of this study to improve their test-taking practices.
Limitations and suggestions for further study
A significant limitation of the study is the insufficient number of participants, which affects the reliability of the results An increased participant count would likely yield more dependable findings, as the current standard deviation in the data analysis is higher than anticipated Additionally, the unequal representation of male and female participants hinders the ability to generalize the results to the entire population.
The study's focus on IELTS high scorers limits the diversity of its results Future research could explore the strategies used by both low and high scorers to identify their similarities and differences in test-taking approaches Additionally, examining specific task types—such as Multiple Choice, Yes/No/Not Given, True/False/Not Given, Matching Headings, or Cloze Tests, as well as Chart or Graph Filling—could provide valuable insights and serve as a crucial area for further investigation.
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SURVEY QUESTIONNAIRE ON IELTS READING STRATEGIES OF
This survey aims to explore the reading strategies employed by successful English language learners during the IELTS academic reading test, contributing to my M.A thesis titled "ELT Reading Test-Taking Strategies Used by High-Scoring Candidates in the Academic Training Module." Your responses will be utilized solely for academic purposes, and your cooperation in providing honest and thoughtful answers is greatly appreciated.
How long have you been learning English?10 years
What is your most recent IELTS Reading score?………
You took the test to: satisfy the requirements of your institution to study abroad others (specify) ………
Direction: Please rate each item as to the degree that you adopt when taking the reading IELTS tasks using the following scale:
5 Always 4 Often 3 Sometimes 2 Rarely 1 Never items Statements 5 4 3 2 1
1 Have a purpose of reading to answer the question only
3 Make predictions about what you are going to read by looking at any pictures with the text and bold word in title
4 Underline key words in the questions
5 Underline key words in the questions
Look for key words in the questions and words and phrases with similar and related meanings in the texts, look for a paraphrase of each statement
7 Scan quickly for numbers, names, dates and words around it to get the answers
8 Remember that the questions follow the order of the passage
9 Don‟t try to read every word
10 Try to summarize after you read
11 Read the first sentence of each paragraph for main idea
12 Look for how the text is organized and ignore details
13 Try to predict where the author‟s points are leading
14 Get the gist of each paragraph
15 Pay special attention to the first part of the passage
16 Find short sentences within paragraphs
17 Form ideas about the text while reading
18 Relate what you read to what you already know
19 Look for context clues for the meaning of unfamiliar or difficult word
20 Answer the questions you know first
21 Avoid answers that are too specific or too broad
22 Always look for answers that sound consistent with the idea in the text
23 Guess the meaning of any word in the stem you do not know
24 Use prior knowledge to answer questions
25 Guess if you cannot find the answer
26 Make sure you find evidence in the text to answer the question, try not to use what you think is true
Thank you very much for your cooperation!
1 Do you often use reading test-taking strategies in IELTS test?
2 Can you describe in details some basic/ familiar steps to do IELTS Reading tasks in general?
3 Why do you follow the described steps?
4 Do you think the reading strategies that you often follow affect the results of the test?
5 What are the advantages of your reading strategies?
6 What are the disadvantages of your reading strategies?
SAMPLED INTERVIEW Interviewer: Hi, How are you? Thank you very much for being here The interview supposes to be very comfortable
Interviewee: I‟m fine It is OK I have time
Interviewer: I printed your answers in the survey part here This interview section will mostly refer to the result of the survey OK?
Interviewer: So let‟s get started
Interviewee: OK Interviewer: First of all, I would like to ask whether you often use reading test- taking strategies in IELTS test or not?
Interviewee: Definitely, yes When I prepared for the IELTS test I often followed some tips of my trainer and I practiced them After that, I am familiar with those strategies
Interviewer: Can you describe in details some basic/ familiar steps to do IELTS reading tasks in general?
To effectively prepare for an interview, I start by reviewing the questions to understand what is being asked, often underlining key words for clarity I then scan the text to locate answers, typically following the text's order for efficiency As I read, I highlight important information, which aids in summarizing the content These fundamental steps help me navigate the material and respond accurately.
Interviewer: Why do you follow the described steps?
The IELTS test measures language proficiency, where achieving more correct answers leads to higher scores, making a deep understanding of the text less critical I prioritize looking at the questions first and underline key words to enhance my focus on relevant information in the text These strategies have become second nature to me, allowing me to navigate the exam with ease.
Interviewer: Do you think the reading strategies that you often follow affect the results of the test?
Interviewee: I think the reading strategies have some effects on the result of the test Those strategies help me to do the test quicker, more confident
Interviewer: So what are the advantages of those strategies?