[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589763-105":59,"doc-detail-589763-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","exploring-the-effect-of-teaching-test-taking-strategies-on-intermediate-level-learners-on-reading-section-of-ielts-learners-attitude-in-focus","Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of Ielts - Learners’ Attitude in Focus","","Language proficiency tests are widely used to evaluate test-takers based on performance, making scores on assessments such as IELTS and TOEFL highly consequential. Rising demand for strong results has led to short preparatory courses that train IELTS candidates in test-taking strategies. This study examined how strategy teaching affects the reading section through washback and analyzed learners’ attitudes toward this instruction in intermediate Iranian learners. Results from descriptive statistics and t-tests showed strategy-taught learners outperformed others and reported positive attitudes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-the-effect-of-teaching-test-taking-strategies-on-intermediate-level-learners-on-reading-section-of-ielts-learners-attitude-in-focus/589763/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-the-effect-of-teaching-test-taking-strategies-on-intermediate-level-learners-on-reading-section-of-ielts-learners-attitude-in-focus/589763.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this study regarding IELTS reading?","Question",{"text":112,"@type":113},"The study explores the effect of teaching test-taking strategies on intermediate learners’ IELTS reading performance, emphasizing washback impact and learners’ attitudes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were learning outcomes evaluated?",{"text":117,"@type":113},"Descriptive statistics and t-test comparisons were used to contrast mean scores between learners who received strategy teaching and those who did not.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results indicate about learners’ attitudes?",{"text":121,"@type":113},"Learners demonstrated positive attitudes toward receiving strategy teaching, supported by a significant difference between obtained mean scores and the presupposed average.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589763,1792438960,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of Ielts; Learners’Attitude in Focus\u003Cbr>Hooshang Khoshsima, Amin Saed*, and Fatemeh Mousaei Chabahar Maritime University, Iran\u003Cbr>Corresponding Author: Amin Saed, E-mail: [saed.amin61@gmail.com](saed.amin61@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS) or Teaching English as a Foreign Language (TOEFL), playa crucial role in the test-takers’ lives. Because of increasing demands on the part of students to get a good score on these tests, test preparatory courses have emerged. These preparatory courses, characteristically short and limited in terms of time, equip IELTS candidates with the skills required for passing the test, called test-taking strategies. The present study explored the effect of strategy teaching- namely wash-back effect on reading section of academic IELTS on intermediate learners in Iran. Besides, learners’ attitude toward the strategy teaching was investigated as well. According to the descriptive statistics and t-test results, those learners who received strategy teaching outperformed those who had not received strategy teaching in reading section of IELTS.According to t-test results, there was a significant difference between the mean scores ofthe two groups since the p value was lower than.05 (p \u003C.001). Furthermore, the learners had positive attitudes toward receiving strategy teaching since there was a significant difference between the obtained mean score and the presupposed average because the p value was lower than.05. |\n| Article history\u003Cbr>Received: December 09, 2017\u003Cbr>Accepted:January 24, 2018\u003Cbr>Published: April 30, 2018\u003Cbr>Volume: 9 Issue: 2\u003Cbr>Advance access: March 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>IELTS,\u003Cbr>Reading, Preparatory Courses, Test-taking Strategies, Washback, Attitude |  |\n\nINTRODUCTION  \nNowadays, international tests such as IELTS or TOEFL are becoming outstanding in test-takers’ lives on the ground that the mentioned tests play a gate-keeping role for many purposes in different countries around the world, and Policy-makers make vital decisions with regard to test-takers academic and professional lives based on their performance on these language proficiency tests. Therefore, how to gain abetter score and perform better on these tests have become a main concern for students and teachers. In strategy-based instruction classes, called preparatory courses, different types of strategies are taught through in which the element of consciousness is salient. Haladyna, Nolen and Haas (1991, p.4) pointed out that not all preparatory courses are ethical. They proposed a continuum of preparatory courses from ethical to highly unethical. In their opinion, training test-takers about test-wiseness strategies and motivating them to succeed in the test constitutes the most ethical extreme of this continuum. On the other hand, they refer to developing the whole curriculum on the bases of a test, putting the objective of the test as the objective of the course instruction and practicing past papers in the course as the most unethical practices  \nin preparatory courses. It should be kept on the mind that not all the strategies which test-takers apply in an assessment are directly taught by the instructors. Some test-takers bring a set of innovative strategies, not completely a reflection of what they have been taught for, but a combination of personalized, adapted form of the strategies they have been trained for. Thus, the learner will be equipped by prescribed strategies (taught by the teacher) and voluntary strategies ","cbCaipUUOywgy576","https://ap.wps.com/l/cbCaipUUOywgy576","pdf",323018,"English","# Abstract\n# Introduction\n# Review of Literature","[{\"question\":\"What is the focus of this study regarding IELTS reading?\",\"answer\":\"The study explores the effect of teaching test-taking strategies on intermediate learners’ IELTS reading performance, emphasizing washback impact and learners’ attitudes.\"},{\"question\":\"How were learning outcomes evaluated?\",\"answer\":\"Descriptive statistics and t-test comparisons were used to contrast mean scores between learners who received strategy teaching and those who did not.\"},{\"question\":\"What did the results indicate about learners’ attitudes?\",\"answer\":\"Learners demonstrated positive attitudes toward receiving strategy teaching, supported by a significant difference between obtained mean scores and the presupposed average.\"}]","Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of Ielts - Learners’ Attitude in Focus | PDF",1792068074,15]