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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/118832


    Title: Pedagogical effects of teaching test-taking strategies to EFL college students
    Other Titles: 應對策略教學對以英文為外語的大學生之效益
    Authors: Jia-Ying Lee
    Keywords: test-taking strategies;reading instruction;reading tests;reading strategies;standardized reading tests
    Date: 2019-10
    Issue Date: 2020-07-01 12:11:34 (UTC+8)
    Abstract: This study, an 18-week comparative experiment, examined the effects of instruction in test-taking strategy in English as a foreign language reading class. It involved an experimental group (68 students) taught test-taking strategies and a control group (66 students) that did not receive the instruction. Various means were used to investigate the pedagogical efficacy of the instruction of test-taking strategies. First, standardized
    reading tests revealed both groups’ reading comprehension performance for comparison before and after the experiment. Second, the effects of test-taking strategies on the experimental group were surveyed before and after the intervention. Third, the
    experimental group discussed perceptions regarding the intervention. Results show that the experimental group significantly outperformed the control group in the reading tests, had significantly better test-taking strategies, and strongly endorsed the usefulness of the
    instruction in test-taking strategy. This paper concludes with recommendations for teaching test-taking strategies to empower students to tackle reading tests.
    Relation: Reading in a Foreign Language 31(2), p.226-248
    Appears in Collections:[Graduate Institute & Department of English] Journal Article

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