VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
**********************
IELTS READING TEST-TAKING STRATEGIES EMPLOYED BY HIGH
SCORE CANDIDATES IN ACADEMIC TRAINING MODULE
(Chiến thuật làm bài đọc EL S được sử dụng bởi những thí sinh đạt điểm
cao trong kỳ thi học thuật EL S)
M.A. MINOR PROGRAMME THESIS
Field: English Teaching Methodology
Code: 60140111
HANOI – 2017
VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
**********************
IELTS READING TEST-TAKING STRATEGIES EMPLOYED BY HIGH
SCORE CANDIDATES IN ACADEMIC TRAINING MODULE
(Chiến thuật làm bài đọc EL S được sử dụng bởi những thí sinh đạt điểm
cao trong kỳ thi học thuật EL S)
M.A. MINOR PROGRAMME THESIS
Field: English Teaching Methodology
Code: 60140111
Supervisor: Dr. ư ng
HANOI - 2017
c
inh
DECLARATION
I hereby declare that this thesis is my own original research and written
entirely by myself. Any citing in the thesis is followed by references and
acknowledgement.
I also hereby state that I agree to the requirements of the University of
Languages and International Studies in terms of using as well as preserving my
M.A. thesis. This condition means that any access to my thesis for study purpose
should be allowed.
Hanoi, 2017
Phí Thị Mùi
i
ACKNOWLEDGEMENT
This research is one of the most challenging academic tasks that I had to face.
I could not have been able to complete without the wholehearted help and guidance
of my supervisor, my family, my friends, and my students.
First and foremost, I would like to express my heartfelt gratitude to my
supervisor Dr. Duong Duc Minh for his useful comments, remarks and engagement
throughout the process of researching and completing my thesis. With patience and
knowledge, he always steers in the right direction and encourages me to overcome
many difficulties or problems when conducting the study.
Furthermore, I would also like to thank the participants in the research, who
contributed greatly to the success of the research and provided a great deal of useful
information during collecting data stage.
Last but not least, my sincere thanks also go to my family and friends for
always supporting me and giving me confidence when I needed most.
ii
ABSTRACT
This thesis aims to illuminate how the successful IELTS takers perform their
IELTS reading test and provide a useful guidance for anyone concerning about
IELTS reading test. This study is motivated by three research questions: (1) What
test-taking strategies frequently used by Vietnam test takers in performing IELTS
reading tasks? (2) How are those English test-taking strategies related to test takers‟
performance? (3) To what extent do the uses of English test-taking strategy of
successful candidates vary significantly with their gender and learning experience?
If yes, what are the main patterns of variation? The research employed multiple
methods including a broad survey questionnaire of 100 participants and a thorough
interview of 06 English language learners who had taken the IELTS test and gained
at least 7.0 for reading skill to point out the common reading strategies used by high
score test takers and indicate the influence of them on the test takers‟ performance.
Moreover, further suggestions on how the strategy use differs among successful
candidates are also concluded in the study. The findings from the research illustrate
the variety in application of test-taking strategies and the impact of strategies on the
results when taking the test. The findings also prompt an encouragement to learn
and sharpen basic approach when taking the reading test, especially in IELTS
reading which examine learners‟ proficient language skill.
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LIST OF ABBREVIATIONS
IELTS: International English Language Testing System
SPSS: Statistical Package for the Social Sciences
IDP: International Development Program
P1: Interviewee 1
P2: Interviewee 2
P3: Interviewee 3
P4: Interviewee 4
P5: Interviewee 5
P6: Interviewee 6
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LIST OF FIGURES
Figure 1: The number of participant according to gender. .......................................18
Figure 2: English experience of participants .............................................................19
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LIST OF TABLES
Table 1: Characteristics of good language learners (Brown, 2007: 259-260) ............8
Table 2: IELTS: Guide for Teachers (British Council, 2008) ..................................18
Table 3: IELTS Reading test-taking strategies .........................................................25
Table 4: Reliability of General Strategies .................................................................26
Table 5: Reliability of Text-related Strategies ..........................................................26
Table 6: Reliability of Question-related Strategies ...................................................27
Table 7: George and Mallery‟s cronbach α value range ...........................................27
Table 8: Means and Standard Deviations Indicating Test-taking Strategy Use .......30
Table 9: Correlation between English Test-taking Strategy Use and Students‟ Test
Performance ..............................................................................................................33
Table 10: Means and Standard Deviations Indicating Test-taking Strategy Use of
Male and Female .......................................................................................................37
Table 11: Correlation between gender and IELTS test score. ..................................38
Table 12: Means and Standard Deviations Indicating Test-taking Strategy Use
based on English learning experience. …………………………………...………..42
Table 13: The correlation between English learning experience and IELTS score. ........42
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TABLE OF CONTENTS
DECLARATION ....................................................................................................... i
ACKNOWLEDGEMENT ....................................................................................... ii
ABSTRACT ............................................................................................................. iii
LIST OF ABBRIVIATIONS .................................................................................. iv
LIST OF FIGURES ..................................................................................................v
LIST OF TABLES .................................................................................................. vi
TABLE OF CONTENTS ....................................................................................... vii
CHAPTER I: INTRODUCTION ............................................................................1
1.1. Statement of the problem ...................................................................... 1
1.2. Purpose of the study .............................................................................. 2
1.3. Scope ..................................................................................................... 2
1.4. Research questions ................................................................................ 3
1.5. Expected outcome and significance of the study ................................... 3
CHAPTER II: LITERATURE REVIEW...............................................................4
2.1. Reading .................................................................................................... 4
2.1.1. Definition of reading .........................................................................................4
2.1.2. Purposes of reading ...........................................................................................4
2.2. Language learning strategies ................................................................... 5
2.3. Strategies of successful language learners ............................................... 6
2.4. Reading comprehension and test-taking strategies .................................. 8
2.4.1. Reading comprehension strategies ....................................................................8
2.4.2. Test-taking strategies ........................................................................................9
2.5. The IELTS test ....................................................................................... 10
2.6. IELTS reading test ................................................................................. 11
2.7. Summary of previous studies ................................................................. 12
CHAPTER III: METHODOLOGY ......................................................................16
3.1. Participants and setting ....................................................................... 16
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3.2. Research method .................................................................................... 20
3.3. Research Instruments .......................................................................... 20
3.3.1.
Survey questionnaire ...................................................................................20
3.3.2.
Individual interview .....................................................................................21
3.4. Data analysis procedure ...................................................................... 22
3.4.1.
Data collection procedure ............................................................................22
3.4.2.
Data analysis procedure ...............................................................................23
CHAPTER IV: FINDINGS AND DISCUSSION .................................................26
4.1. Reading test-taking strategies used by IELTS candidates in performing
IELTS reading tasks. .................................................................................... 26
4.1.1. Testing the reliability of data ..........................................................................26
4.1.2. Reading test taking strategies used by IELTS candidates ..............................27
4.2. How are those English test-taking strategies related to test takers‟
performance? ................................................................................................ 33
4.3. Is there any difference in English test-taking strategy use among
successful candidates? .................................................................................. 35
CHAPTER V: CONCLUSION ..............................................................................44
5.1. Summary of the major findings ............................................................. 44
5.2. Implications for IELTS test takers and IELTS trainers. ......................... 45
5.3. Limitations and suggestions for further study ........................................ 46
REFERENCES ........................................................................................................47
APPENDENCES ....................................................................................................... I
APPENDIX 1 ................................................................................................... I
APPENDIX 2 ................................................................................................ III
APPENDIX 3……………………………………………………………………III
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CHAPTER I: INTRODUCTION
Test-taking strategies have been playing a crucial role for language learners
as nowadays test is used as a reliable way of checking and evaluating learners‟
knowledge. The International English Language Testing System (IELTS), which is
the world‟s leading English language proficiency test, with over 2.5 million IELTS
tests taken annually, has been recognized as one of the most secure, valid and
reliable means in assessing English language proficiency for education, immigration
and professional accreditation. IELTS test, which is a high stake test, success or
failure, can have a life changing impact on candidates. As a result, smart and critical
reading and thinking strategies need to be used sufficiently in order to be successful
or achieve the best possible score in the test (Bachman & Palmer, 1996; Rogers &
Harley, 1999).
There are numerous factors affecting the candidates‟ results except for
knowledge and ability. One of the most important factors is learning and test-taking
strategies (Bachman & Palmer, 1996; O‟ Malley & Chamot, 1990). Test-taking
strategies are simply defined as specific actions or techniques taken by users to aid
them overcome the test easier, faster and more accurate. As Oxford defines,
learning strategies are “specific actions taken by the learner to make learning easier,
faster, more enjoyable, more self-directed and more transferrable to new situations”
(Oxford, 1990).
Reading is considered as a complex cognitive process of decoding, deriving
and receiving message from the writer. It is a complicated and meaningful skill
of language acquisition, of communication, and of sharing information and ideas,
which requires continuous practice, development, and refinement, especially
creativity and critical analysis.
1.1. Statement of the problem
IELTS test, which serves as a testimonial system, has been gaining its
popularity in many countries around the world. For many candidates, IELTS plays
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an important role for their future career or further study. IELTS is the test of
language ability, it concerns with the capacity to use various aspects of language
including vocabulary, structure, grammar efficiently so having clear and strategic
skills to handle the task would certainly helpful.
Test-taking strategies have been the focus of many studies. In spite of many
attempts have made towards learning and test-taking strategies, few was devoted to
test-taking strategies used in reading modules of IELTS while for many Vietnamese
candidates, reading is regarded as the most challenging one. All of these reasons
stated have become the motivations that stimulate the researcher to carry out the
study named “IELTS reading test-taking strategies employed by high score
candidates in academic training module”.
1.2. Purpose of the study
Test taking strategies are considered as keys to success for not only
researchers, teachers but also for learners, especially test takers. For globally
difficult standardized test like IELTS, it is necessary to have clear strategies to deal
with the test best. The study will examine the test taking strategies used by high
score candidates in the reading module of IELTS and evaluate the effectiveness of
those techniques, further indicate the differences in English test-taking strategies
use among winning candidates. The research will provide helpful guidance,
example and assistance for readers in order to achieve their greatest potential.
1.3. Scope
The study is aimed to document the test-taking strategies of 100 Vietnamese
English foreign language (EFL) learners who had already attended the IELTS test
and gained their latest IELTS band score for reading module of at least 7.0.
Furthermore, exclusive interviews among chosen candidates (06 people) who show
diversity in their reading strategies are carried out.
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1.4. Research questions
The study is going to answer the following research questions:
1.
What test-taking strategies frequently used by Vietnam test takers in
performing IELTS Reading tasks?
2.
How are those English test-taking strategies related to test takers‟
performance?
3.
To what extent do the uses of English test-taking strategy of successful
candidates vary significantly with their gender and learning experience?
If yes, what are the main patterns of variation?
1.5. Expected outcome and significance of the study
By conducting this research, the researcher expects to find out the most
commonly efficient used test-taking strategies among IELTS candidates and
evaluate the effectiveness of those techniques. Furthermore, an analysis of the
difference in test-taking strategy among users will be revealed to answer the
question how much is the variable?
Once finished the paper could serve as a good reference for those who wish to
have a closer view into the test-taking strategies employed by students in response
to some specific comprehension tasks. Both IELTS candidates and IELTS trainers
could refer to the findings of the study to have more effective using as well as
teaching reading IELTS strategies.
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CHAPTER II: LITERATURE REVIEW
2.1. Reading
2.1.1. Definition of reading
According to Longman Dictionary of Applied Linguistics (1986), reading can
be defined as the process of “perceiving a written text in order to understand its
contents. This can be done silently. The understanding that result is called reading
comprehension.” Collins English Learner‟s Dictionary describes reading as “an act
of looking at and understanding point”. On the other hand, Anderson (1985)
considered reading as a complex process in which the reader had to construct the
meaning of the text and used various interconnected informative sources to
understand the real meaning of the passage. Moreover, skilled reading needed to be
constructive, fluent, strategic, motivated and a lifelong pursuit. Another interesting
definition of reading is reading is an energetic interactive process of “the reader's
existing knowledge; the information suggested by the text being read; and the
context of the reading situation” (Wixson, Peters, Weber, & Roeber, 1987). Simply
defined, reading is a process of reducing the uncertainty about meanings a text
conveys and it can be understood as a negotiation of meaning between the text and
its reader. The way the readers interact with the text is decided by the knowledge,
expectations and strategies the readers use. Importantly, most texts are understood
in different ways by different readers.
2.1.2. Purposes of reading
The Progress in International Reading Literacy Study (PIRLS) assessment
framework indicates that there are two main purposes of reading: reading for
literary purposes and reading for informational purposes.
Grabe and Stoller (2002) devided the purposes of reading into seven subtypes,
including: searching for simple information; skimming quickly; learning from texts;
integrating information; writing or searching for information needed for writing;
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criticizing text and getting general comprehension. Actually, the aims and
objectives of reading depend greatly on the readers and different readers will have
different reading purposes.
2.2. Language learning strategies
“Learning strategies” is a familiar term since it can be applied into varieties of
fields regarding both content and context such as math, science, history, languages
and other subjects. According to Weinstein and Mayer (1986), broadly defined
learning strategies are "behaviours and thoughts that a learner engages in during
learning" which are "intended to influence the learner's encoding process"
(Weinstein & Mayer, 1986). In 1988, Mayer developed the definition more
specifically and described learning strategies as "behaviours of a learner that are
intended to influence how the learner processes information.”
Speaking of language learning strategies, there have been numerous
definitions about this category. Foreign or second language learning strategies are
specific actions, behaviors, steps or techniques students use often consciously to
improve their progress in apprehending, internalizing, and using foreign language
(Oxford, 1990). Strategies are the tools for active, self-directed involvement needed
for developing foreign or second language communicative ability (O‟Malley &
Chamot, 1990).
Many scholars have attempted to categorize language learning strategies
including some famous linguists like Wenden and Rubin 1987; O'Malley et al.
1985; Oxford 1990; Stern 1992; Ellis 1994, Wenden and Rubin in 1987 classified
language learning strategies into three main forms, consisting of learning strategies,
communication strategies, and social strategies. In contrast, Oxford‟s (1990)
taxonomy includes direct and indirect strategies.
In 1985, O'Malley and Chamot developed a classification of three types of
language learning strategies:
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Metacognitive strategies that comprise of thinking about (or knowledge of)
the learning process, planning for learning, monitoring learning while it is
taking place, and self‐evaluating of learning after the task had been completed.
Cognitive strategies, which involve mental manipulating or transforming of
materials or tasks, it is intended to enhance comprehension, acquisition, or
retention.
Social/affective strategies, as the name suggests, they concern with using
social interactions to assist in the comprehension, learning or retention of
information.
Nevertheless, different scholars have proposed different categorizations for
learning strategies (Brown, 1987; O‟ Malley & Chamot, 1990). Most of them
recommend that students develop the following strategies:
Cognitive strategies: Learners employ cognitive strategies to focus on the
important aspects of material to be learned, to comprehend input, to store
for future use what they have learned, and to develop facility in using the
learned material.
Communication strategies: These strategies are developed to initiate
conversation, to maintain conversation, to negotiate meaning, and to
terminate conversation.
Global strategies: They are used to read a paper in the second language, to
make friends who speak the second language, to go to movies in the
language, metacognitive strategies, to plan for learning, to monitor learning,
and to check the outcome.
2.3. Strategies of successful language learners
There have been many studies investigated the characteristics and styles of
good language learners as a way to improve and transfer them to less successful
language learners. Moreover, there have been many studies proved the close
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relationship between strategies application and the possibility of success of students
(Rubin (1975), Stern (1975) and Naiman, Frolich, Stern, and Todesco (1978)).
According to Rubin (1975), it was essential to enlighten less proficient
language learners by encouraging them to learn the strategies of those who were
more talented and she listed seven strategies which good language learners often
applied, including:
guessing, communicating, avoiding inhibition, attending to
form, practicing, monitoring and attending to meaning.
Stern (1975) also proposed 7 language learning strategies which he believed
to be characteristics of good language learners, consisting of experimenting,
planning, developing the new language into an ordered system, revising
progressively, using the language in real communication, developing the target
language into a separate reference system and learning to think in the target
language.
Brown in 2007 described an account of good language learners‟ personality
and he emphasized the need for teachers to enhance students‟ acquiring information
process instead of just delivering it.
1. Finds their own way.
2. Organize information about language.
3. Are creative, developing a “feel” for the language by experimenting with its
grammar and words.
4. Make their own opportunities for practice in using the language inside and
outside the language classroom.
5. Use memories and other memory strategies to recall what has been learned.
6. Make errors work for them and not against them
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7. Use linguistic knowledge, including knowledge of their first language, in
learning a second language.
8. Use contextual cues to help them in comprehension.
9. Learn to make intelligent guesses
10. Learn chunks of language as wholes and formalized routines to help them.
11. Learn certain tricks that help to keep conversation going.
12. Learn certain production strategies to fill in gaps in their own competence.
13.Learn different styles of speech and writing and learn to vary their language
according to the formality of the situation.
Table 1: Characteristics of good language learners (Brown, 2007: 259-260)
Generally, many writers such as O‟Malley and Chamot (1990), Oxford
(1990), Wenden (1991), Cohen (1998), Cohen and Macaro (2007) and Griffiths
(2008) have suggested that learners might be able to learn language more
effectively by the use of language learning strategies and those language learning
strategies differ from users to users.
2.4. Reading comprehension and test-taking strategies
2.4.1. Reading comprehension strategies
Comprehension is always the foremost purpose of any readers with different
proficient level and the defining factor to decide the degree of command is reading
strategies. Most of the previous studies indicated that using effective and
appropriate reading strategies would certainly enhance comprehension.
Different learners will have distinctive reading comprehension strategies.
However, generally there exist two most popular ones, they are top-down and
bottom – up strategies. The top-down strategies facilitate readers to comprehend a
larger piece of text, such as paragraph. This type of strategies help readers recognize
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the whole meaning of the passage easier. On the contrary, the bottom-up strategies
deal with sentence-by-sentence, which means in order to understand the whole text,
readers need to read and understand each sentence first (Cohen, 1998; Phakiti,
2003; Rogers & Harley, 1999).
2.4.2. Test-taking strategies
Each test taker has favorite strong tactics to deal with the test and it is
important to explore and identify those strategies so that high-qualified ones should
be encouraged to be adopted by test takers.
There have been a number of studies into this field since as Cohen (1998)
indicated, “In order to assess reading comprehension in a second or foreign
language, it is necessary to have a working knowledge of what that process entails.”
As a result, an approach to test-taking strategies is necessary to understand how
test-takers handle the task. Test takers use different test-taking strategies, this is
demonstrated in many studies (Bachman & Palmer, 1996; Cohen, 1998; Phakiti,
2003; Roger & Harley, 1999). According to Rogers and Harley (1999), test-taking
strategies were processes which helped learners to use “the features and format of a
test” to get more correct answers in a test-taking situation. The test-taking strategies
might be talked about were: “reading the rubrics and instruction carefully, planning
the allocated time properly, making use of key words in the questions, delaying
answering complex and difficult questions, and reading and evaluating the work in
order to check the answers”. In other aspects, Cohen (1998) claimed that test-taking
strategies involved language use strategies and testwiseness strategies. To “keep”,
“retain”, “remind”, and “apply” the information for the test, there were four useful
kinds of language use strategies, consisting of retrieval, rehearsal, cover and
communication strategies, meanwhile testwiseness strategies related more to testtaking experience and knowledge (Cohen, 1998; Goh, 2002). Phakiti in his study in
2003 concluded that the use of metacognitive and cognitive strategies had
constructive association with the reading comprehension test performance.
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Moreover, higher examinees tended to use more metacognitive strategy than the
lower successful examinees.
Generally speaking, test-taking strategies are skills which can be learned and
acquired. It is obvious that among candidates with the same proficiency, the one
equipped with specific test-taking strategies will certainly get higher score than
learners that have not learned any test-taking strategies (Anderson, 2002; Bachman
& Palmer, 1996; Cohen, 1998; Khaldieh, 2000; Phakiti, 2003; Rogers & Harley,
1999). In addition, the knowledge of how to prepare for exams and take them can
have a significant impact on learners‟ perceptions towards exam, decrease their testanxiety, increase their self-confidence, make a difference in exam scores, and
finally, help them to be more successful (Pour- Mohammadi & Abidin, 2012).
2.5. The IELTS test
Generally recognized as one of the most reliable testing system, IELTS- the
International English Language Testing System is specifically designed to assess
the language ability of candidates needing to study or work in English speaking
countries. IELTS certificate is the valuable ticket for those who wish to enter to
university in not only the UK but also in other countries in the world. Moreover, it
is highly regarded by employers in many countries, including Australia, Canada,
Ireland, New Zealand, the UK and the USA. IELTS is jointly managed by the
University of Cambridge ESOL Examinations (Cambridge ESOL), British Council
and IDP: IELTS Australia. IELTS conforms to the highest international standards of
language assessment.
There are two forms of IELTS testing: Academic and General Training
versions. Each test includes 4 skills: Speaking, listening, reading and writing. This
paper is going to focus on reading skill of Academic Training module, which
measures English language proficiency needed for academic, higher educational
environment.
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