Does Instructing Test-taking Strategies Significantly Enhance Reading Comprehension Test Performance? The Case of Iranian EFL Learners

Majid Pour-Mohammadi, Mohamad Jafre Zainol Abidin


Reading comprehension is greatly highlighted for either taking exam or academic purpose in most English learning settings. In addition, tests are regularly applied to evaluate academic performance. This study investigated whether teaching test-taking strategies to Iranian EFL undergraduates enhances their reading comprehension test performances or not. A total of 66 EFL sophomores studying at Islamic Azad University of Rasht, Iran took part in the study. They were in two detached classes as experimental and control groups. The former received extra teaching in test-taking strategies for multiple-choice reading comprehension test as the treatment within the regular reading classes while the latter did not. Results of the posttest indicated that the treatment was effective and the experimental group outperformed the control group. Besides, their attitudes towards the treatment were studied. The results are discussed and some pedagogical implications are provided.

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