Advances in Language and Literary Studies - Vol. 6 No. 5 - October 2015 - Reading Test-taking Strategies in General Training IELTS

Oct 15, 2026

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The study examines how IELTS candidates apply test-taking strategies during reading comprehension tasks, with emphasis on differences across task types. Two data sources were used: a think-aloud protocol and an IELTS reading test, whose results were qualitatively analyzed. Findings show candidates used 15 distinct strategies grouped into three stages: pre-reading, reading, and post-reading. Results also indicate strategy selection varies by task type, supporting improved teaching approaches.

LanguageEnglish

CategoryExam

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Introduction

Statement of the Problem

Purpose of the Study

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 6 No. 5; October 2015 Australian International Academic Centre, Australia Flourishing Creativity & Literacy Reading Test-taking Strategies in General Training IELTS Vahede Nosrati Department of English, Allameh Tabataba’i University, Tehran, Iran [E-mail: vahede.nosrati@gmail.com](E-mail: vahede.nosrati@gmail.com) Doi:10.7575/aiac.alls.v.6n.5p. 134 URL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.5p.134](http://dx.doi.org/10.7575/aiac.alls.v.6n.5p.134) Received: 21/05/2015 Accepted: 27/07/2015 Abstract The significance of gaining a better understanding of how test-taking strategies are used has been recognized by researchers. Considering this fact, this study aimed at investigating the test-taking strategies which were employed by IELTS candidates in reading comprehension test. Besides, it tried to take into account the differences among strategies used for different tasks. In order to gather data, two instruments were employed: the think-aloud protocol, and an IELTS reading test. The obtained data were analyzed and interpreted qualitatively by the researcher. The findings indicated that candidates employed 15 different strategies which were categorized in 3 stages, pre-reading, reading, and post-reading stages. Furthermore, it was revealed that test-takers used certain strategies differently, depending on the type of the task. The findings provide a better understanding of strategy use among IELTS candidates and help teachers to improve their approaches toward teaching and learning goals. Keywords: Test-taking Strategy, Test-taker, Reading Comprehension, Language Learning Strategy, IELTS 1. Introduction Reading is considered as a receptive skill in which the reader is receiving a message from a writer. It is the major source of meaningful and comprehensible input in the foreign language learning. The reading goal is to read for meaning or torecreate the writer’s meaning. Recent researches in reading describe the reading process in a way that implies an active reader intent upon using background knowledge and skills to recreate the writer ’s intended meaning (Carrell & Grabe, 2002; Chastain, 1988) . Scholars have provided different definitions for reading. Those who were behaviorists and did not consider the mental aspect of reading define it as establishment of relationship between written symbols and their corresponding sound. But cognitivists who believe in the active role of the mind in language comprehension and production, defined reading as an active mental process through which the written input is processed to recreate the writer ’s intended meaning (Carrell & Grabe, 2002) . In language learning the word reading is used to refer to two entirely different processes. First, helping the students establish the sound symbol relationship. This is done at the very beginning levels of language learning. Second, reading for comprehension which is common in the higher levels of language acquisition (Chastain, 1988; Cohen, 1998; Ellis, 2008) . Tests are universal methods of evaluating in all educational systems. The importance and usage of tests go beyond schools and universities, and it affects people ’s life. For instance in IELTS test, which is a high stakes test, success or failure can have a life changing impact on candidates. In order to be successful and achieve the best possible score, candidates must apply critical reading and thinking strategies to the test and avoid making careless mistakes (Bachman & Palmer, 1996; Rogers & Harley, 1999) . In tests, knowledge and ability are not the only factors which influence learners ’performance. There are several factors which affect learners ’ success in a test, one of these test-related factors is learning and test-taking strategies (Bachman & Palmer, 1996; O' Malley & Chamot, 1990) . Learning strategies are defined by Oxford as "operations employed by the learner to aid the acqui

FAQs

What data collection methods were used in the study?

The study used a think-aloud protocol and an IELTS reading test to gather data from candidates.

How many strategies did IELTS candidates use, and how were they organized?

Candidates employed 15 different strategies, categorized into three stages: pre-reading, reading, and post-reading.

Do candidates use the same strategies for all IELTS reading tasks?

No. The findings indicate test-takers used certain strategies differently depending on the task type.

Oct 15, 2026

Uploaded by Terk