The effectiveness of a training programme in test-taking strategies on proficiency test performance among Efl trainees and their strategy knowledge use and value

نوع المستند : المقالة الأصلية

المؤلف

Academic Studies, Language School, MoD, Kuwait

المستخلص

The current study sought to empirically probe the effectiveness of informed test-taking strategy training programme on the American Language Course Placement Test performance, strategy knowledge, use as well as its perceived value among EFL military trainees. Fifty EFL military trainees who represent high elementary level of proficiency - book 7-12 of the American Language Course - participated in the study. The experimental group students (n = 27) were explicitly trained on an array of test-taking strategies (i.e., language learning strategies, test-wiseness strategies and test-management strategies) among which were previewing, avoiding similar sounds, listening for key words, listening for word definition, listening for synonyms and antonyms, using background knowledge and guessing unknown words, whereas the control group (n= 23) received regular classroom teaching with no emphasis on test-taking strategies. The findings revealed that performance of the students of the experimental group was significantly better than those of the control group on the ALCPT as well as in strategy knowledge, use and perceived value. The findings suggest some potential benefit in the overt test-taking strategy instruction as a means of helping learners better their test performance and scores as well as their repertoire and appreciation of test-taking strategy use. The findings suggest that we should start test-taking strategy instruction early, infuse test-taking strategy instruction into the curriculum, practice with actual testing formats and more preferable if we have past paper tests. In effect, the time devoted to test-taking strategies and how to beat the test techniques is well-invested, worth taking and has its own pay-off. Implications of this study for learner training, pedagogy and pre-service teacher training programs conclude the study.

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