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Test-taking Strategies of L2 Adolescent Learners: Three Multiple-choice Items and L2 Proficiencyopen access

Authors
김성혜전유아
Issue Date
Mar-2014
Publisher
한국영어교육학회
Keywords
multiple-choice; reading strategies; test-taking strategies; item type
Citation
영어교육, v.69, no.1, pp.61 - 90
Indexed
KCI
Journal Title
영어교육
Volume
69
Number
1
Start Page
61
End Page
90
URI
https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/160454
DOI
10.15858/engtea.69.1.201403.61
ISSN
1017-7108
Abstract
The demand for test-taking has become an inevitable element of Korean secondaryEFL learners’ academic lives in which learners strive to excel in the high-stakes examorientedmilieu. However, current knowledge of practitioners, such as those of teachersand administrators, may be insufficient for ascertaining if the learners actually undergothe test-taking process they anticipate and assess what they aim to test. In contrast tothe product-oriented view where the primary interest is on the outcome (i.e., scores orstanine levels), the purpose of the present study was to explore 165 Korean high schoollearners’ test-taking process via questionnaires with proficiency and item type as thegrouping variables. There was avid use of conventional reading strategies among thehigh proficiency learners and test management strategies among the lower proficiencylearners. Results present implications for teaching learners not only to become testwise,but also to work consistently towards building reading skills and adopt long-termlearning strategies.
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