Luận văn ielts reading test taking strategies employed by high score candidates in academic training module

Correlation between English Test-taking Strategy Use and Students’ Test Performance 33 ‘Table 10: Means and Standard Deviations Indicating ‘Test-taking Strategy Use of Male and Female..

VIETNAM NATIONAT UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND LN TERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES,

AARERAAGHAR ER ROAR ARE

PHÍ THỊ MÙI

IELTS READING TEST-TAKING STRATEGIES EMPLOYED BY HIGH

SCORE CANDIDATES IN ACADEMIC TRAINING MODULE

(Chiến thuật làm bài đọc IELTS được sử dụng bởi những thí sinh dạt điểm

cao trong kj thi hục thuật IELTS)

M.A MINOR PROGRAMME TIIESIS

Kicld: English ‘caching Mcthodology

Code: 60140111

HANOL-— 2017

VIETNAM NATIONAT UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES,

Preerr reer irteeretrenyy

PHÍ THỊ MÙI

IELTS READING TEST-TAKING STRATEGIES EMPLOYED BY HIGH

SCORE CANDIDATES IN ACADEMIC TRAINING MODULE

(Chiến thuật làm bài đọc IELTS được sử dụng bới những thí sinh đạt điểm

cao trong kỳ thỉ hục thuật IEI.T§)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

Supervisor: Dr Duong Dic Minh

HANOI - 2017

I also horcby slale that I agree to the requirements of the University of Languages and International Studies in terms of using as well as preserving my

M.A thesis This condition means thal auy access lo my thesis for study purpose should be allowed

Hanoi, 2017

Phi Thi Mai

LIST OF FIGURES

Figure 1: The number of participant according to gender

Figure 2: English experience of participants

18 19

27

Table 7: đeorge and Mallery’s cronbach a value range

‘Table 8 Means and Standard Deviations Indicating ‘l'est-taking Strategy Use .30 Table 9 Correlation between English Test-taking Strategy Use and Students’ Test Performance 33

‘Table 10: Means and Standard Deviations Indicating ‘Test-taking Strategy Use of Male and Female - - - 37 Table 11: Conelatiơn bolween gender and TRLTS test score 38 Table 12: Means and Standard Deviations Indicating Test-taking Strategy Use based on English leaming experience - - we

‘Table 13: ‘he correlation between English learning experience and LEL''S score 42

1.5 Expected outcome and significance of the study

CHAPTER I: LITERATURE REVIEW

2.3, Strategies of successful language learners

2.4, Reading comprehension and test-taking strategies

2.7 Sumrmary of previous studies

LIST OF FIGURES

Figure 1: The number of participant according to gender

Figure 2: English experience of participants

18 19

LIST OF FIGURES

Figure 1: The number of participant according to gender

Figure 2: English experience of participants

18 19

27

Table 7: đeorge and Mallery’s cronbach a value range

‘Table 8 Means and Standard Deviations Indicating ‘l'est-taking Strategy Use .30 Table 9 Correlation between English Test-taking Strategy Use and Students’ Test Performance 33

‘Table 10: Means and Standard Deviations Indicating ‘Test-taking Strategy Use of Male and Female - - - 37 Table 11: Conelatiơn bolween gender and TRLTS test score 38 Table 12: Means and Standard Deviations Indicating Test-taking Strategy Use based on English leaming experience - - we

‘Table 13: ‘he correlation between English learning experience and LEL''S score 42

3.4.2 Data analysis procedte coi 23

4.1 Reading test-taking strategies used by TRI.TS candidates in performing

1LLT'S reading tasks 26 41.1 Testing the reliability of data - - - 26 4.1.2 Reading test aking slrategics used by TEI.TS candidnlos 37

4.2 Ilow are those English test-taking strategies related to test takers’

viii

ABSTRACT

This thesis aims to Wlusunatc how the successful TEI.TS takers perform their IKLY'S reading test and provide a useful guidance for anyone conceming about IDLTS reading test This study is motivated by three research questions: (1) What

lest-taking strategies (requonlly used by Vietnam test lakers in performing TELTS

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?

IE yes, what are the main pattems of variation? ‘The research employed multiple methods inchiding a broad survey questionnaire of 100 participants and a thorough

inlerview of 06 English language learners whe had taken the TELTS test and gained

at least 7.0 for reading skill to point out the common reading strategies used by high

score test takers and indicate the influence of them on the test takers’ performance

Moreover, [further suggestions on how the strategy use differs among successful

candidates are also concluded in the study I'he findings from the research illustrate

the variely in application of test-taking stralegies and the impact of slrategies on the results when taking the test The findings also prompt an encouragement to lcaIrL

and sharpen basic approach when taking the reading test, especially in IILTS reading which examine leamers’ proficient, kmguage skill

1.5 Expected outcome and significance of the study

CHAPTER I: LITERATURE REVIEW

2.3, Strategies of successful language learners

2.4, Reading comprehension and test-taking strategies

2.7 Sumrmary of previous studies

ABSTRACT

This thesis aims to Wlusunatc how the successful TEI.TS takers perform their IKLY'S reading test and provide a useful guidance for anyone conceming about IDLTS reading test This study is motivated by three research questions: (1) What

lest-taking strategies (requonlly used by Vietnam test lakers in performing TELTS

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?

IE yes, what are the main pattems of variation? ‘The research employed multiple methods inchiding a broad survey questionnaire of 100 participants and a thorough

inlerview of 06 English language learners whe had taken the TELTS test and gained

at least 7.0 for reading skill to point out the common reading strategies used by high

score test takers and indicate the influence of them on the test takers’ performance

Moreover, [further suggestions on how the strategy use differs among successful

candidates are also concluded in the study I'he findings from the research illustrate

the variely in application of test-taking stralegies and the impact of slrategies on the results when taking the test The findings also prompt an encouragement to lcaIrL

and sharpen basic approach when taking the reading test, especially in IILTS reading which examine leamers’ proficient, kmguage skill

LIST OF FIGURES

Figure 1: The number of participant according to gender

Figure 2: English experience of participants

18 19

LIST OF FIGURES

Figure 1: The number of participant according to gender

Figure 2: English experience of participants

18 19

27

Table 7: đeorge and Mallery’s cronbach a value range

‘Table 8 Means and Standard Deviations Indicating ‘l'est-taking Strategy Use .30 Table 9 Correlation between English Test-taking Strategy Use and Students’ Test Performance 33

‘Table 10: Means and Standard Deviations Indicating ‘Test-taking Strategy Use of Male and Female - - - 37 Table 11: Conelatiơn bolween gender and TRLTS test score 38 Table 12: Means and Standard Deviations Indicating Test-taking Strategy Use based on English leaming experience - - we

‘Table 13: ‘he correlation between English learning experience and LEL''S score 42

ABSTRACT

This thesis aims to Wlusunatc how the successful TEI.TS takers perform their IKLY'S reading test and provide a useful guidance for anyone conceming about IDLTS reading test This study is motivated by three research questions: (1) What

lest-taking strategies (requonlly used by Vietnam test lakers in performing TELTS

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?

IE yes, what are the main pattems of variation? ‘The research employed multiple methods inchiding a broad survey questionnaire of 100 participants and a thorough

inlerview of 06 English language learners whe had taken the TELTS test and gained

at least 7.0 for reading skill to point out the common reading strategies used by high

score test takers and indicate the influence of them on the test takers’ performance

Moreover, [further suggestions on how the strategy use differs among successful

candidates are also concluded in the study I'he findings from the research illustrate

the variely in application of test-taking stralegies and the impact of slrategies on the results when taking the test The findings also prompt an encouragement to lcaIrL

and sharpen basic approach when taking the reading test, especially in IILTS reading which examine leamers’ proficient, kmguage skill

3.4.2 Data analysis procedte coi 23

4.1 Reading test-taking strategies used by TRI.TS candidates in performing

1LLT'S reading tasks 26 41.1 Testing the reliability of data - - - 26 4.1.2 Reading test aking slrategics used by TEI.TS candidnlos 37

4.2 Ilow are those English test-taking strategies related to test takers’

viii

1.5 Expected outcome and significance of the study

CHAPTER I: LITERATURE REVIEW

2.3, Strategies of successful language learners

2.4, Reading comprehension and test-taking strategies

2.7 Sumrmary of previous studies

1.5 Expected outcome and significance of the study

CHAPTER I: LITERATURE REVIEW

2.3, Strategies of successful language learners

2.4, Reading comprehension and test-taking strategies

2.7 Sumrmary of previous studies

ABSTRACT

This thesis aims to Wlusunatc how the successful TEI.TS takers perform their IKLY'S reading test and provide a useful guidance for anyone conceming about IDLTS reading test This study is motivated by three research questions: (1) What

lest-taking strategies (requonlly used by Vietnam test lakers in performing TELTS

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?

IE yes, what are the main pattems of variation? ‘The research employed multiple methods inchiding a broad survey questionnaire of 100 participants and a thorough

inlerview of 06 English language learners whe had taken the TELTS test and gained

at least 7.0 for reading skill to point out the common reading strategies used by high

score test takers and indicate the influence of them on the test takers’ performance

Moreover, [further suggestions on how the strategy use differs among successful

candidates are also concluded in the study I'he findings from the research illustrate

the variely in application of test-taking stralegies and the impact of slrategies on the results when taking the test The findings also prompt an encouragement to lcaIrL

and sharpen basic approach when taking the reading test, especially in IILTS reading which examine leamers’ proficient, kmguage skill

1.5 Expected outcome and significance of the study

CHAPTER I: LITERATURE REVIEW

2.3, Strategies of successful language learners

2.4, Reading comprehension and test-taking strategies

2.7 Sumrmary of previous studies

27

Table 7: đeorge and Mallery’s cronbach a value range

‘Table 8 Means and Standard Deviations Indicating ‘l'est-taking Strategy Use .30 Table 9 Correlation between English Test-taking Strategy Use and Students’ Test Performance 33

‘Table 10: Means and Standard Deviations Indicating ‘Test-taking Strategy Use of Male and Female - - - 37 Table 11: Conelatiơn bolween gender and TRLTS test score 38 Table 12: Means and Standard Deviations Indicating Test-taking Strategy Use based on English leaming experience - - we

‘Table 13: ‘he correlation between English learning experience and LEL''S score 42

ABSTRACT

This thesis aims to Wlusunatc how the successful TEI.TS takers perform their IKLY'S reading test and provide a useful guidance for anyone conceming about IDLTS reading test This study is motivated by three research questions: (1) What

lest-taking strategies (requonlly used by Vietnam test lakers in performing TELTS

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?

IE yes, what are the main pattems of variation? ‘The research employed multiple methods inchiding a broad survey questionnaire of 100 participants and a thorough

inlerview of 06 English language learners whe had taken the TELTS test and gained

at least 7.0 for reading skill to point out the common reading strategies used by high

score test takers and indicate the influence of them on the test takers’ performance

Moreover, [further suggestions on how the strategy use differs among successful

candidates are also concluded in the study I'he findings from the research illustrate

the variely in application of test-taking stralegies and the impact of slrategies on the results when taking the test The findings also prompt an encouragement to lcaIrL

and sharpen basic approach when taking the reading test, especially in IILTS reading which examine leamers’ proficient, kmguage skill

1.5 Expected outcome and significance of the study

CHAPTER I: LITERATURE REVIEW

2.3, Strategies of successful language learners

2.4, Reading comprehension and test-taking strategies

2.7 Sumrmary of previous studies

ACKNOWLEDGEMENT

This research is one of the most challenging academic Lasks that T had Lo face

I could not have been able to complete without the wholchearted help and guidance

of my supervisor, my family, my friends, and my students

Firsk and foremost, T would like to express my heartfelt gratitude lo my supervisor Dr Duong Due Minh for his useful comments, remarks and engagement

throughout the process of researching and campleting my thesis With patience and

knowledge, he always steers m the night direction and encourages me to overcome

many difficulties or problems when conducting the study

Furthermore, T would also bike to thank the participants in the research, who

contributed greatly to the success of the research and provided a great deal of useful

information during collecting data stage

Last but not least, my sincere thanks also go to my family and friends for always supporting me and giving me confidence when I needed most

27

Table 7: đeorge and Mallery’s cronbach a value range

‘Table 8 Means and Standard Deviations Indicating ‘l'est-taking Strategy Use .30 Table 9 Correlation between English Test-taking Strategy Use and Students’ Test Performance 33

‘Table 10: Means and Standard Deviations Indicating ‘Test-taking Strategy Use of Male and Female - - - 37 Table 11: Conelatiơn bolween gender and TRLTS test score 38 Table 12: Means and Standard Deviations Indicating Test-taking Strategy Use based on English leaming experience - - we

‘Table 13: ‘he correlation between English learning experience and LEL''S score 42

LIST OF FIGURES

Figure 1: The number of participant according to gender

Figure 2: English experience of participants

18 19

ACKNOWLEDGEMENT

This research is one of the most challenging academic Lasks that T had Lo face

I could not have been able to complete without the wholchearted help and guidance

of my supervisor, my family, my friends, and my students

Firsk and foremost, T would like to express my heartfelt gratitude lo my supervisor Dr Duong Due Minh for his useful comments, remarks and engagement

throughout the process of researching and campleting my thesis With patience and

knowledge, he always steers m the night direction and encourages me to overcome

many difficulties or problems when conducting the study

Furthermore, T would also bike to thank the participants in the research, who

contributed greatly to the success of the research and provided a great deal of useful

information during collecting data stage

Last but not least, my sincere thanks also go to my family and friends for always supporting me and giving me confidence when I needed most

LIST OF FIGURES

Figure 1: The number of participant according to gender

Figure 2: English experience of participants

18 19

LIST OF FIGURES

Figure 1: The number of participant according to gender

Figure 2: English experience of participants

18 19

LIST OF FIGURES

Figure 1: The number of participant according to gender

Figure 2: English experience of participants

18 19

LIST OF FIGURES

Figure 1: The number of participant according to gender

Figure 2: English experience of participants

18 19