Ielts reading test taking strategies employed by high score candidates in academic training module

INTRODUCTION

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

The IELTS test plays a crucial role in shaping future career opportunities and academic pursuits It assesses language proficiency by evaluating vocabulary, grammar, and structural usage Developing clear and strategic skills to effectively tackle the test is essential for success.

Numerous studies have explored test-taking strategies, yet limited research has specifically addressed the reading modules of the IELTS exam, despite many Vietnamese candidates finding reading to be the most difficult component This gap in research has motivated the study titled “IELTS Reading Test-Taking Strategies Employed by High-Scoring Candidates in the Academic Training Module.”

Purpose of the study

Effective test-taking strategies are essential for researchers, teachers, and learners, particularly for those preparing for challenging standardized tests like the IELTS This study will analyze the strategies employed by high-scoring candidates in the IELTS reading module, assessing the effectiveness of these techniques and highlighting the variations in test-taking approaches among successful candidates The research aims to offer valuable guidance, examples, and support to help readers reach their maximum potential.

Scope

This study seeks to document the test-taking strategies employed by 100 Vietnamese English as a Foreign Language (EFL) learners who have achieved a minimum band score of 7.0 in the reading module of the IELTS test Additionally, in-depth interviews were conducted with six selected candidates, showcasing a variety of reading strategies.

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?

Expected outcome and significance of the study

This research aims to identify the most effective test-taking strategies utilized by IELTS candidates and assess their effectiveness Additionally, it will analyze the variations in these strategies among different users to determine the extent of the differences.

This paper serves as a valuable resource for understanding the test-taking strategies utilized by students during specific comprehension tasks Both IELTS candidates and trainers can benefit from the study's findings to enhance their reading strategies for the IELTS exam, leading to more effective preparation and instruction.

LITERATURE REVIEW

Reading

Reading is defined as the process of perceiving and understanding a written text, as noted by the Longman Dictionary of Applied Linguistics (1986), which emphasizes the importance of reading comprehension Collins English Learner’s Dictionary describes it as an act of looking at and understanding points within the text Anderson (1985) views reading as a complex process that requires the reader to construct meaning using various interconnected information sources Skilled reading is characterized by being constructive, fluent, strategic, motivated, and a lifelong pursuit According to Wixson et al (1987), reading is an energetic interactive process that involves the reader's existing knowledge, the information suggested by the text, and the context of the reading situation Ultimately, reading can be seen as a negotiation of meaning between the text and its reader, influenced by the reader's knowledge, expectations, and strategies, leading to varied interpretations of the same text.

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) identified seven distinct purposes of reading: seeking simple information, skimming for quick insights, learning from texts, integrating diverse information, and gathering information for writing or research purposes.

5 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.

Language learning strategies

Learning strategies are essential across various fields, including math, science, history, and languages Weinstein and Mayer (1986) define these strategies as behaviors and thoughts a learner employs during the learning process to enhance their encoding of information Mayer (1988) further refines this definition, describing learning strategies as specific behaviors aimed at influencing how learners process information.

Language learning strategies encompass various definitions and refer to the specific actions, behaviors, and techniques that students consciously employ to enhance their understanding and use of foreign languages (Oxford, 1990) These strategies serve as essential tools for fostering active, self-directed engagement, which is crucial for developing communicative competence in a second language (O'Malley & Chamot, 1990).

Numerous scholars, including renowned linguists such as Wenden and Rubin (1987), O'Malley et al (1985), Oxford (1990), Stern (1992), and Ellis (1994), have sought to categorize language learning strategies Wenden and Rubin (1987) identified three primary forms: learning strategies, communication strategies, and social strategies In contrast, Oxford's (1990) taxonomy differentiates between direct and indirect strategies.

In 1985, O'Malley and Chamot developed a classification of three types of language learning strategies:

Metacognitive strategies involve understanding and reflecting on the learning process, which includes planning for learning, monitoring progress during the learning experience, and self-evaluating once the task is 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:

Learners utilize cognitive strategies to concentrate on key elements of the material, enhance their understanding of the content, retain knowledge for future application, and improve their ability to use what they have learned effectively.

 Communication strategies: These strategies are developed to initiate conversation, to maintain conversation, to negotiate meaning, and to terminate conversation

Global strategies for language learning include reading texts in the target language, engaging with native speakers to build friendships, and watching films in that language Additionally, metacognitive strategies play a crucial role by helping learners plan their studies, monitor their progress, and evaluate their outcomes effectively.

Strategies of successful language learners

Numerous studies have explored the traits and strategies of effective language learners, aiming to enhance these qualities in less successful learners Additionally, research has demonstrated a strong correlation between these characteristics and improved language acquisition outcomes.

7 relationship between strategies application and the possibility of success of students (Rubin (1975), Stern (1975) and Naiman, Frolich, Stern, and Todesco (1978))

Rubin (1975) emphasized the importance of guiding less proficient language learners by encouraging them to adopt strategies used by more skilled individuals She identified seven key strategies commonly employed by effective language learners: guessing, effective communication, overcoming inhibition, focusing on form, practicing, self-monitoring, and prioritizing meaning.

Stern (1975) identified seven key language learning strategies that characterize effective language learners These strategies include experimenting with the language, planning, organizing the new language into a structured system, progressively revising one's knowledge, engaging in real communication, creating a distinct reference system for the target language, and cultivating the ability to think in that 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

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

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.

Reading comprehension and test-taking strategies

Comprehension is the primary goal for readers of varying proficiency levels, and the effectiveness of reading strategies plays a crucial role in determining their understanding Research consistently shows that employing effective and suitable reading strategies significantly improves comprehension.

Different learners employ unique reading comprehension strategies, but two of the most prevalent are top-down and bottom-up approaches Top-down strategies enable readers to understand larger texts, such as paragraphs, by helping them recognize overarching themes and ideas.

Bottom-up strategies focus on understanding a text by analyzing it sentence by sentence, requiring readers to comprehend each individual sentence to grasp the overall meaning of the passage (Cohen, 1998; Phakiti, 2003; Rogers & Harley, 1999).

Every test taker has preferred strategies to approach their exams, making it essential to identify and explore these effective tactics By recognizing and promoting high-quality methods, we can encourage test takers to adopt practices that enhance their performance.

Numerous studies have explored the assessment of reading comprehension in second or foreign languages Cohen (1998) emphasized the importance of understanding the reading comprehension process to effectively evaluate it.

Effective test-taking strategies are essential for understanding how individuals approach exams, as evidenced by numerous studies (Bachman & Palmer, 1996; Cohen, 1998; Phakiti, 2003; Rogers & Harley, 1999) According to Rogers and Harley (1999), these strategies enable learners to leverage the features and format of a test to maximize correct responses Key strategies include carefully reading instructions, managing time effectively, utilizing keywords in questions, postponing answers to complex items, and reviewing answers for accuracy Additionally, Cohen (1998) highlighted that test-taking strategies encompass both language use and test-wiseness tactics.

To effectively retain, remind, and apply information for tests, students can utilize four key language use strategies: retrieval, rehearsal, cover, and communication strategies Additionally, test-wiseness strategies, which are linked to test-taking experience and knowledge, play a crucial role in enhancing performance (Cohen, 1998; Goh, 2002).

2003 concluded that the use of metacognitive and cognitive strategies had constructive association with the reading comprehension test performance

Moreover, higher examinees tended to use more metacognitive strategy than the lower successful examinees

Test-taking strategies are essential skills that can be learned and developed Research indicates that candidates with similar proficiency levels who utilize effective test-taking strategies tend to achieve higher scores than those who do not employ these techniques (Anderson, 2002; Bachman).

& Palmer, 1996; Cohen, 1998; Khaldieh, 2000; Phakiti, 2003; Rogers & Harley,

Understanding effective exam preparation and test-taking strategies can greatly influence students' perceptions of exams This knowledge can reduce test anxiety, boost self-confidence, improve exam scores, and ultimately lead to greater academic success.

The IELTS test

The International English Language Testing System (IELTS) is a highly regarded and reliable assessment tool designed to evaluate the English language proficiency of candidates aiming to study or work in English-speaking countries An IELTS certificate is essential for those seeking university admission not only in the UK but globally, and it is also respected by employers in countries like Australia, Canada, Ireland, New Zealand, the UK, and the USA Jointly managed by the University of Cambridge ESOL Examinations, the British Council, and IDP: IELTS Australia, IELTS adheres to the highest international standards of language assessment.

The IELTS test offers two versions: Academic and General Training, both assessing four skills: speaking, listening, reading, and writing This article will specifically examine the reading component of the Academic Training module, designed to evaluate the English language proficiency essential for success in academic and higher education settings.

IELTS reading test

The Academic and General Training modules differ significantly in their reading and writing tasks, while the listening and speaking components remain the same General Reading materials focus on practical texts such as notices and advertisements, emphasizing survival reading skills for the workforce In contrast, Academic Reading targets individuals pursuing undergraduate or postgraduate studies or seeking professional registration This article specifically addresses the reading test-taking strategies relevant to the Academic Training module, which have gained considerable attention in recent years.

The Academic Reading module covers a variety of topics, including science, the environment, health, social psychology, technological advancements, and gender issues (Everett & Colman, 1999) IELTS passages are sourced from authentic, international materials that maintain a neutral tone (Brook-Hart, 2012) This approach ensures that texts do not cause offense or anxiety, require specialized knowledge, or rely on external world knowledge, adhering to the guidelines for objective testing (Everett & Colman, 1999, p 23).

In the IELTS Reading Test (Academic Module), there are a number of types of questions to compose the test, consisting of:

- Note/ summary/ flowchart/ table completion

- Matching heading for identified paragraphs/ sections of the text

- Identification of information in the text: true, false or not given

Familiarity with reading strategies is crucial for IELTS test takers, as the reading texts often present complex challenges Additionally, understanding various question types within the reading passages can significantly enhance performance, making it beneficial to learn specific techniques tailored to each question type.

Summary of previous studies

The cognitive processes influencing reader performance have sparked considerable debate among scholars, leading to a wealth of research on the subject Notable studies include those by Hosenfeld (1977), Block (1986, 1992), Nevo (1989), Farr, Pritchard, and Smitten (1990), Sugirin (1999), Ahmad and Asraf (2004), Rupp, Ferne, and Choi (2006), Stahopoulou and Nikaki (2009), and Karbalei (2010).

Hosenfeld (1977) demonstrates the strong connection between reading strategies and reader success through think-aloud protocols and follow-up interviews He notes that less advanced readers often rely on a Bottom-up model, focusing on decoding text at a granular level, which limits their comprehension to individual words and phrases In contrast, proficient readers utilize their interests, background knowledge, and reading skills as key components of their comprehension process, allowing for a more holistic understanding of the text.

Applying a multi-method approach including think-aloud protocol analysis, retelling or retrospection, in-depth interviews and casual observations Sugirin

In 1999, research indicated that struggling readers often relied on a bottom-up approach to reading comprehension, focusing on individual words and phrases In contrast, proficient readers favored a top-down model, which involved skimming the entire text, making inferences, and connecting information to their prior knowledge.

13 knowledge, evaluating and paraphrasing As a result, there was a significant gap in the degree of comprehension and number of used strategies among EFL readers

In the late 1990s, Block (1986) conducted a study comparing native and nonnative English-speaking college students using think-aloud protocols The results revealed that while all participants reported various reading strategies, only a few effectively utilized them for comprehension Higher-scoring readers demonstrated a top-down approach, integrating new information with prior knowledge, extracting main ideas, and focusing on textual meanings Conversely, lower-scoring readers rarely employed these strategies In a subsequent 1992 study, Block examined the comprehension-monitoring processes of proficient versus non-proficient English readers The findings indicated that proficient readers actively assessed their background knowledge and used context clues to discern word meanings, whereas less proficient readers failed to seek word meanings and struggled to identify key terms in the text.

Aimed at investigating the relationship between the test-taking behaviours and reading comprehension of a group of college students, Farr, Pritchard, and Smitten

In a study conducted in 1990, introspective and retrospective interviews were utilized after participants completed a multiple-choice reading comprehension test The data analysis revealed significant patterns in test-taking behaviors, categorized into three main areas: overall task approach, specific reading strategies, and test-taking strategies The findings highlighted challenges faced by test-takers, with the predominant strategy being the use of questions to guide the search for relevant information in the text Additionally, certain test-taking strategies were found to be common across various language skills among participants.

In multiple-choice reading and listening comprehension tests, 14 participants preferred to read the questions first While reading strategies are typically employed to enhance text comprehension (Singhal, 2001), test-taking strategies are specifically utilized during assessments and are primarily influenced by the test questions (Farr, Prichard, Smitten, 1990).

Research indicates that high proficiency test takers are more adept at employing effective strategies during reading tests, which enhances their likelihood of answering questions correctly Nevo (1989) noted that these individuals approach test-taking as a problem-solving situation, leading to more successful outcomes compared to low-level test takers Similarly, Bachman (1985) highlighted that skilled test takers demonstrate advanced text-level comprehension abilities Phakiti (2003) further emphasized that proficiency levels significantly influence strategy usage, with high-proficiency individuals exhibiting more automatic behaviors, such as monitoring and checking, than their lower-proficiency peers.

Another research on the underlying strategies employed by second language learners in comprehending both the source text and target text was conducted in

In 2004, Ahmad and Araf conducted a study to test the hypothesis regarding the differences in reading comprehension sub-skills between good and average readers Their findings revealed significant disparities in the strategies employed by each group, with good readers demonstrating a greater focus on various question types The researchers recommended that to enhance learners' ability to critically engage with texts, it is essential to develop both reading comprehension skills and vocabulary acquisition techniques for students.

Numerous studies have focused on reading strategies, primarily aiming to distinguish the approaches of high-proficient readers from those of low-proficient readers Despite this extensive research, there has been limited attention given to other critical aspects of reading comprehension.

This study focuses on the "IELTS Reading Test-Taking Strategies Employed by High-Scoring Candidates in the Academic Training Module," aiming to identify the most frequently used and effective strategies for success in the IELTS test.

METHODOLOGY

Participants and setting

The IELTS test is a focal point for many English learners striving to achieve specific scores for various purposes, including meeting institutional requirements, studying abroad, or pursuing academic goals To assist these learners, research on effective reading strategies is highly recommended Consequently, the researcher has chosen to adopt this approach in their study.

To ensure a diverse and suitable participant pool, the study was widely announced to teachers, students, and English foreign language learners across various regions in Vietnam, specifically targeting those who achieved a minimum score of 7.0 in the Reading module of the IELTS test administered by British Council or IDP centers The majority of respondents were friends, colleagues, and students affiliated with the University of Languages and International Studies at Vietnam National University and the School of Foreign Languages at Thai Nguyen University Participants scoring 7.0 were selected based on the British Council's classification of them as proficient users with “operational command” of English, capable of understanding complex arguments while making only occasional minor errors.

9 Expert user Has fully operational command of the language: appropriate, accurate and fluent with complete understanding

8 Very good user Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriate words Misunderstandings may occur in unfamiliar situations Handles complex detailed argumentation well

7 Good user Has operational command of the language, though with occasional unsystematic inaccuracies and inappropriate words Misunderstandings may occur in unfamiliar situations Handles complex detailed argumentation well

6 Competent user Has generally effective command of the language despite some inaccuracies, inappropriate words and misunderstandings Can use and understand fairly complex language particularly in familiar situations

5 Modest user Has partial command of the language despite some inaccuracies, inappropriate words and misunderstandings Can use and understand fairly complex language particularly in familiar situations

4 Limited user Basic competence is limited to familiar situations

Has frequent problems in understanding and expression Is not able to use complex language

Conveys and understands only general meaning in very familiar situations Frequent breakdowns in

Intermittent users of English can only communicate basic information through isolated words or short phrases in familiar contexts to address immediate needs They struggle significantly with understanding both spoken and written English.

1 Non user Essentially has no ability to use the language beyond possibly a few isolated words

0 Did not attempt the test

Table 2: IELTS: Guide for Teachers (British Council, 2008)

A survey link was distributed to over 100 individuals, resulting in satisfactory feedback from 100 participants who met the qualifications, specifically achieving a minimum score of 7.0 in the Reading module of the IELTS test The research sample comprised a diverse group of participants across various age groups and fields, with 79 females and 21 males included in the selection.

Figure 1: The number of participant according to gender

The study revealed a varied range of experience among participants in English learning and teaching Out of the respondents, 50 reported over 10 years of experience, 22 had between 5 to 10 years, and 28 were classified as less experienced with less than 5 years in the field.

Figure 2: English experience of participants

Participants in the study were generally familiar with the IELTS test, which allowed for a comprehensive survey on high-scoring IELTS Reading Academic module candidates This investigation provided valuable insights into the specific strategies adopted for improving IELTS reading skills Additionally, in-depth interviews with six participants from diverse backgrounds were conducted to explore their motivations and methods for utilizing these strategies The survey also gathered key information from 100 participants regarding their overall English learning experience and specific IELTS skills.

Research method

This research employed a mixed-method approach, utilizing survey and descriptive research methods to investigate the test-taking strategies of 100 Vietnamese students majoring in English as a foreign language A survey questionnaire was developed, consisting of two sections: the first section included four personal questions regarding the participants' gender, English learning experience, IELTS Reading scores, and their motivations for taking the IELTS exam The second section featured 26 reading strategies identified by Farr, Pritchard, and Smitten (1990), as well as Rupp, Ferne, and Choi.

In studies conducted by Cohen & Upton (2007) and Dinh Phuong (2014), participants rated their responses on a Likert scale ranging from "never" to "always." Based on the survey results, participants were categorized into distinct groups and subsequently invited for individual semi-structured interviews During these interviews, questions focused on understanding the reasons behind their chosen approaches.

Research Instruments

A comprehensive survey questionnaire will gather essential information about participants' age, gender, current English proficiency, and their overall and IELTS-specific learning experiences This survey is crucial for the research, offering valuable insights into the most and least common strategies used by IELTS test takers By utilizing this extensive survey, the researcher can obtain a wealth of interesting data regarding English learning practices.

Initially, a survey questionnaire served as the primary tool for identifying the strategies employed by various users This research instrument gathered extensive information about the general understanding of the topic.

In a short timeframe, researchers can gather diverse user traits and subjects effectively Utilizing survey questionnaires enables the collection of three crucial data types—factual, behavioral, and attitudinal information—essential for the study's findings (Dornyei, 2003).

The study employs various types of questions to gather data, including factual questions related to demographics and IELTS test purposes, behavioral questions assessing the frequency of language learning strategies, and attitudinal questions regarding test-takers' interests in specific reading strategies (Dornyei, 2003) A survey questionnaire is deemed an ideal method for this research, focusing on the strategy usage of high-scoring IELTS test takers Following Dornyei's framework, the questionnaire comprises five sections: title, instructions, items, additional information, and a closing thank you Prior to distribution, the questionnaire was reviewed by the researcher’s supervisor and colleagues, leading to necessary adjustments for clarity and presentation To ensure response quality, Cronbach’s alpha was utilized to measure reliability and shared covariance among the responses.

Following the collection and classification of survey questionnaire results, individual interviews were conducted based on Hatch's (2002) framework, utilizing primarily semi-structured and open-ended questions These questions, centered around What, Why, and How, aimed to encourage interviewees to share their genuine thoughts and experiences related to their reading tasks in IELTS The interview prompts were flexible, tailored to the specific strategies of each respondent To accommodate distance, four interviews were conducted via Skype, while the remaining interviews involved the researcher’s colleagues.

In this scenario, the interview resembled a discussion between test-takers and the researcher, emphasizing the importance of interaction Nonetheless, it was essential to have a structured approach, including a set of prepared questions and guidelines organized beforehand.

Some typical questions which appeared in most of the interview prompts were:

- Do you often use the reading test-taking strategies in IELTS test? (This question aims at asking the degree of adopting the test-taking strategies of test takers)

To effectively tackle the IELTS reading tasks, begin by familiarizing yourself with the test format, which includes various question types such as multiple choice, matching headings, and true/false/not given Next, skim the passages to grasp the main ideas and structure before reading in detail Pay attention to keywords in both the questions and the text to locate relevant information quickly Practice time management by allocating specific time limits for each passage, ensuring you complete all questions within the allotted time Lastly, review your answers to check for accuracy and completeness, enhancing your overall performance in the IELTS reading section.

- Why do you follow the described steps? (This question aims at comprehending the reasons of taking the reading strategies)

Reading strategies play a crucial role in influencing test performance Understanding how these strategies impact results can help identify effective approaches for better outcomes If one believes that reading strategies do not affect test results, it is essential to explore the reasons behind this perspective, as it may reveal gaps in comprehension or test-taking techniques Ultimately, recognizing the connection between reading strategies and test performance can lead to improved study habits and enhanced academic success.

- In your opinion, what are the advantages of your reading strategies? (This question aims at identifying the benefits of employing reading strategies)

- In your opinion, what are the disadvantages of your reading strategies? (This question aims at identifying the drawbacks of employing reading strategies)

The follow-up interview segment aims to conduct a comprehensive exploration of the strategies employed by various test takers, uncovering valuable insights that cannot be obtained through the survey portion.

Data analysis procedure

The data collection process consisted of two phases: broad surveying and in-depth interviewing Initially, participants provided key insights into their English studying experiences, particularly regarding IELTS, while also evaluating 26 listed reading strategies based on their preferences The gathered responses were meticulously analyzed to select interviewees for the subsequent one-on-one discussions Those with diverse opinions and feedback were chosen for interviews, where semi-structured questions focused on the application of strategies This approach revealed the effectiveness and variations of each strategy utilized by successful IELTS candidates.

The researcher elaborated on the data gathered from the survey and interviews, followed by a thorough examination that involved categorizing and critically synthesizing the information to address the three key questions of the study.

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 study employed both qualitative and quantitative research methods to gain a comprehensive understanding of the issue at hand Individual interviews were conducted to delve deeper into the participants' thoughts and opinions, revealing significant trends The findings were derived from the authentic feedback provided by the interviewees.

A study involving 24 researchers analyzed the relationship between strategy use and test-takers' performance on IELTS reading tasks, identifying both similarities and differences in their approaches Additionally, a quantitative research component was conducted through a paper survey of 100 successful English learners to uncover the reasons behind their achievements The findings from both qualitative and quantitative methodologies were then compared and contrasted to highlight their similarities and variations.

A comprehensive list of 26 general and specific IELTS reading strategies, developed by scholars and researchers such as Farr, Prichard, and Smitten (1990), Rupp, Ferne, and Choi (2006), Cohen & Upton (2007), and Dinh Phuong (2014), serves as a valuable guide for both researchers and participants in enhancing their reading skills for the IELTS exam.

IELTS Reading test-taking strategies

1 Have a purpose of reading to answer the question only

3 Make predictions about what you are going to read by looking at any pictures with the text and bold word in title

4 Underline key words in the questions

5 Highlight important information as you read

6 Look for key words in the questions and words and phrases with similar and related meanings in the texts, look for a paraphrase of each statement

7 Scan quickly for numbers, names, dates and words around it to get the answers

8 Remember that the questions follow the order of the passage

9 Don‟t try to read every word

10 Try to summarize after you read

11 Read the first sentence of each paragraph for main idea

12 Look for how the text is organized and ignore details

13 Try to predict where the author‟s points are leading

14 Get the gist of each paragraph

15 Pay special attention to the first part of the passage

16 Find short sentences within paragraphs

17 Form ideas about the text while reading

18 Relate what you read to what you already know

19 Look for context clues for the meaning of unfamiliar or difficult word

20 Answer the questions you know first

21 Avoid answers that are too specific or too broad

22 Always look for answers that sound consistent with the idea in the text

23 Guess the meaning of any word in the stem you do not know

24 Use prior knowledge to answer questions

25 Guess if you cannot find the answer

26 Make sure you find evidence in the text to answer the question, try not to use what you think is true

Table 3: IELTS Reading test-taking strategies

FINDINGS AND DISCUSSION

Reading test-taking strategies used by IELTS candidates in performing

4.1.1 Testing the reliability of data

Before going to analyze the result, the researcher used SPSS system to calculate the reliability of data, specifically the strategies use by using Cronbach‟s alpha feature

Table 4: Reliability of General Strategies

Table 5: Reliability of Text-related Strategies

Table 6: Reliability of Question-related Strategies

Based on George and Mallery (2003, cited in Joseph & Rosemary, 2003, p.87)‟s rules of thumb:

Excellent Good Acceptable Questionable Poor Unacceptable able 7: George and allery’s cronbach α value range

The reliability of the collected data was deemed "good" and "acceptable," as the values ranged from 0.892 to 0.9, 0.774 to 0.8, and 0.785 to 0.8, all exceeding the threshold of 0.7 Additionally, no items surpassed the alpha value across the three types of strategies, confirming that the data collected were suitable for analysis.

4.1.2 Reading test taking strategies used by IELTS c andidates

Oxford‟s (1990) key to understanding mean scores on SILL-based instruments was employed to report the frequency of English test-taking strategy use:

High use = 4.5 to 5.0 (always or almost always used and 3.5 to 4.4 (usually used)

Medium use = 2.5 to 3.4 (sometimes used)

Low use= 1.5 to 2.4 (usually not used) or 1.0-1.4 (never or almost never used)

1 Have a purpose of reading to answer the question only 3.24 1.208 Medium use

2 Budget your time 3.68 1.100 High use

4 Underline key words in the questions 3.41 1.264 High use

5 Highlight important information as you read the text 3.73 1.238 High use

6 Look for key words in the questions and words or phrases with similar and related meanings in the texts, look for a paraphrase of each statement

8 Remember that the questions follow the order of the passage 3.58 1.241 High use

9 Don‟t try to read every word 3.02 1.318 Medium use

11 Read the first sentence of each paragraph for main idea 3.33 1.256 Medium use

12 Look for how the text is organized and ignore details 2.86 1.223 Medium use

13 Try to predict where the author‟s points are leading 3.45 1.192 High use

14 Get the gist of each paragraph 3.22 1.284 Medium use

15 Pay special attention to the first part of the passage 3.51 1.283 High use

16 Find short sentences within paragraphs 3.18 1.123 Medium use

17 Form ideas about the text while reading 3.26 1.346 Medium use

18 Relate what you read to what you already know 3.34 1.265 Medium use

20 Answer the questions you know first 3.13 1.315 Medium use

21 Avoid answers that are too specific or too broad 3.22 1.079 Medium use

22 Always look for answers that sound consistent with the idea in the text 3.02 1.435 Medium use

23 Guess the meaning of any word in the stem you do not know 3.25 1.373 Medium use

24 Use prior knowledge to answer questions 3.10 1.460 Medium use

25 Guess if you cannot find the answer 3.16 1.448 Medium use

Table 8: Means and Standard Deviations Indicating Test-taking Strategy Use

The overall mean strategy use was 3.00 on a 5-point Likert scale, indicating a medium level of strategy application Among the strategies assessed, nine were categorized as having high usage, with strategy 06—focused on identifying key words in questions and finding related meanings in the texts—ranking the highest at a mean score of 3.87.

In an analysis of IELTS test-takers' preferred strategies, strategy 02, "Budget your time," ranked third with a mean score of 3.73 Strategies 07, 08, and 19, which involve quickly scanning for key information and understanding question order and context clues for unfamiliar words, were also highly favored Out of 17 strategies assessed, most fell into the "medium" use category, while strategy 12, "Look for how the text is organized and ignore details," received the lowest overall mean score.

Most IELTS test-takers are advised to review the questions before reading the text to understand what information they need to find This approach helps them focus on locating the relevant details in the passage Many candidates also mention that they often paraphrase the questions to identify similar information within the text more effectively.

31 paraphrase it to know what they were being asked about, finally found the similar information in the text

Numerous studies have consistently demonstrated that previewing questions prior to reading a passage can enhance focus and efficiency Lunenfeld (1981) emphasized that this approach helps save time and directs attention to key information, a finding supported by researchers Weir, Hawkey, Green, and Devi.

In their studies, 2006 highlighted that all participants utilized keyword identification as their primary test-taking strategy, which effectively aided them in finding relevant information for answers Pour Mohammadi & Abidin (2011) and Zare (2012) further supported this by showing that previewing questions helps examinees identify where to search for necessary information However, some participants expressed that previewing questions without skimming the entire text made it challenging to answer accurately, as they risked missing key ideas and information crucial for understanding the text.

To effectively answer questions, the initial step is to examine the question carefully and underline the key words My teacher emphasizes this technique, which has helped me become more adept at identifying important terms Additionally, I frequently observe that the text contains words that closely resemble those in the questions, often providing crucial hints for finding the answers.

P5: In any type of question, I always read the questions first and pay attention or remember or even underline the key word in the questions

P6: Identifying key word in the question is really crucial to know what information I have to find in the text

Interviewees emphasized the importance of highlighting key information in the text, as this practice aids in easily identifying main ideas and formalizing their understanding while reading.

“highlight important information as you read the text” ranks second in terms of frequency

“Scanning”; “Remembering the answers follow the order of the text” and

High-scoring IELTS test takers often utilize context clues to decipher unfamiliar or challenging words Research on reading strategies consistently highlights the importance of scanning techniques in effective comprehension (Bachman & Palmer, 1996; Brown, 1987; Chastain, 1988; Cohen, 1998; Ellis, 2008; Phakiti).

To understand unfamiliar words, I frequently examine the surrounding phrases and sentences, as they often provide context and clues about the word's meaning, including definitions, related terms, and other pertinent information.

P2: When I do not know the exact meaning of a new word I often look for context clues, which will certainly provide some information about this one

P3: Context plays a crucial role in helping readers guess the meaning of the word that they do not know I always follow this strategy

Some strategies, such as focusing on text organization while ignoring details, may not be effective for most participants This approach is understandable, as test-takers aim to maximize their scores by answering as many questions as possible without fully engaging with the passage Research by Phakiti (2003) supports this, showing that scanning techniques allow readers to quickly process large amounts of material without needing to comprehend every word (Cohen, 1998; Pearson, 1988; Phakiti, 2003).

The survey analysis reveals that IELTS test-takers employ various strategies while reading, including general, text-related, and question-related techniques By using a diverse array of strategies, participants enhance their comprehension of the passages.

How are those English test-taking strategies related to test takers‟ performance?

Correlation analyses were conducted to explore the relationship between the use of English test-taking strategies and students' performance on tests The findings, analyzed using ANOVA, are presented in the table below.

* Correlation is significant at the 0.05 level (2-tailed)

** Correlation is significant at the 0.01 level (2-tailed)

Table 9: Correlation between English Test-taking Strategy Use and Students’

The research indicates a significant correlation between students' test performance and their English test-taking strategies, as evidenced by a p-value of less than 0.05 Among the strategies analyzed, general strategies had the most substantial impact with a beta coefficient of 0.355, followed by text-related strategies at 0.259, and question-related strategies with a beta of 0.240.

Research by Chiu (2011) and Scharnagl (2004) highlights that utilizing test-taking strategies can enhance student performance and improve reading comprehension test scores Furthermore, O'Malley & Chamot (1990) and Oxford (1990) corroborate these findings, emphasizing the effectiveness of implementing such strategies in academic assessments.

“facilitate and improve language learning and assist language learners in different ways” and certainly learners‟ test scores would be improved

When being interviewed, all interviewees agreed that test-taking strategies had influence on test performance to some extent, especially in IELTS – the test of language ability

Test-taking strategies enhance my efficiency and ease during exams, allowing me to rely on familiar techniques I believe these strategies can significantly improve my scores.

Effective test-taking strategies significantly boost my confidence during exams By preparing in advance and practicing repeatedly, I can complete the test more quickly and efficiently These strategies enable me to locate answers more easily, resulting in a higher number of correct responses.

Test-taking strategies are invaluable for academic success My teacher emphasizes essential skills like skimming, scanning, reading questions first, and underlining key terms These techniques enable me to understand what is being asked and locate answers more effectively By implementing these strategies, I enhance my test performance significantly.

I feel I can do the test better, quicker

P4: Test-taking strategies are good, I think it is essential to apply when taking the IELT test

Overall, the data analyzed from the survey and the interview sections demonstrated clearly that test-taking strategies affect IELTS score to some degree

Is there any difference in English test-taking strategy use among

By using frequency analysis on SPSS system, the researcher can point out the average mean of using different test-taking strategies of various groups of test- takers

First, it is the difference in test-taking strategies of male and female groups

1 Have a purpose of reading to answer the question only 2.86 1.621 3.34 1.164

5 Highlight important information as you read the text 3.71 1.271 3.73 1.237

6 Look for key words in the questions and words and phrases with similar and related meanings in the texts, look for a paraphrase of each statement

7 Scan quickly for numbers, names, dates and words around it to get the answers 4.05 1.203 3.57 1.195

8 Remember that the questions follow the order of the passage 3.81 1.250 3.52 1.239

11 Read the first sentence of each paragraph for main idea 3.10 1.221 3.39 1.265

12 Look for how the text is organized and ignore details 2.76 1.221 3.18 1.217

13 Try to predict where the author‟s points are leading 3.29 1.231 3.49 1.186

14 Get the gist of each paragraph 3.14 1.389 3.24 1.263

15 Pay special attention to the first part of the passage 3.24 1.446 3.58 1.236

16 Find short sentences within paragraphs 2.95 1.244 3.24 1.089

17 Form ideas about the text while reading 3.24 1.446 3.27 1.327

18 Relate what you read to what you already know 3.14 1.424 3.39 1.224

19 Look for context clues for the meaning of unfamiliar or difficult word 3.05 1.322 3.73 1.184

20 Answer the questions you know first 3.14 1.389 3.13 1.304

21 Avoid answers that are too specific or too broad 3.00 1.095 3.28 1.073

22 Always look for answers that sound consistent with the idea in the text 3.19 1.504 2.97 1.423

23 Guess the meaning of any word in the stem you do not know 3.57 1.363 3.16 1.372

24 Use prior knowledge to answer questions 2.90 1.446 3.15 1.468

25 Guess if you cannot find the answer 3.48 1.250 3.08 1.492

Table 10: Means and Standard Deviations Indicating Test-taking Strategy Use of Male and Female

The findings reveal that males predominantly utilize strategy 07, which involves quickly scanning for numbers, names, dates, and surrounding words to find answers Following this, they frequently employ strategy 06, focusing on identifying key terms in the questions and seeking out words and phrases with similar meanings in the text, effectively looking for paraphrases of each statement.

On the contrary, strategy 12 receives the least attention (Look for how the text is organized and ignore details)

Research indicates that female and male groups employ different strategies when approaching tasks While males rank Strategy 06—focusing on key words and paraphrasing—as their second choice, it emerges as the top choice for females Additionally, Strategies 05 and 19, which involve underlining key words and using context clues for unfamiliar terms, share a mean score of 3.73, placing them in the second tier for both genders Conversely, Strategy 16 is the least favored option among females.

(Find short sentences within paragraphs)

Research shows that both female and male test-takers predominantly utilize general strategies in their approach, despite notable differences in their strategic use Interestingly, their scores on the IELTS test reveal minimal differences between the two groups.

Table 11: Correlation between gender and IELTS test score

The difference in strategy use among English learning experience groups are also explored by using the frequency analysis

Items Statements < 5 years 5-10 years >10 years

4 Underline key words in the questions 3.39 1.397 3.27 1.202 3.48 1.233

5 Highlight important information as you read the text

6 Look for key words in the questions and words or phrases with similar and related meanings in

39 the texts, look for a paraphrase of each statement

9 Don‟t try to read every word 2.57 1.620 2.55 800 3.16 1.267

10 Try to summarize after you read 3.07 1.386 3.23 1.412 3.50 1.233

14 Get the gist of each 2.71 1.150 3.14 1.283 3.54 1.281

16 Find short sentences within paragraphs 2.82 1.124 3.27 985 3.34 1.154

17 Form ideas about the text while reading 2.86 1.325 3.18 1.296 3.52 1.344

20 Answer the questions you know first 3.11 1.397 3.27 1.518 3.08 1.192

23 Guess the meaning of any word in the stem

24 Use prior knowledge to answer questions 2.75 1.404 3.64 1.364 3.06 1.490

25 Guess if you cannot find the answer 2.68 1.389 3.18 1.435 3.42 1.444

Table 12: Means and Standard Deviations Indicating Test-taking Strategy Use based on English learning experience

According to the data, learners with less than five years of English experience tend to favor strategies such as budgeting their time and identifying key words and paraphrases in texts Conversely, the least utilized strategy is having a specific purpose for reading solely to answer questions This behavior is understandable, as less experienced learners often focus heavily on timing during preparation and tend to read every word in the text to grasp the main ideas, rather than directly addressing the questions This observation aligns with insights shared by an interviewee from this group.

During the IELTS test, I frequently check my watch to monitor the time Initially, when I was learning IELTS, I had a tendency to read the text thoroughly to grasp the main ideas I believe that many early learners make similar mistakes.

From 05 to 10 years‟ English learning experience group shows many dissimilarities with less than 5 years‟ English learning experience group Strategy

05 ( Highlight important information as you read) is the first priority, the second

Strategies 06 and 07 emphasize the importance of identifying key terms in questions and finding synonyms within the text, while also encouraging quick scanning for numbers, names, and dates to locate answers efficiently Meanwhile, Strategy 12 focuses on understanding the text's organization and disregarding unnecessary details It appears that seasoned test-takers have honed their reading skills, allowing them to concentrate more on extracting answers rather than fully engaging with the text itself.

The most experienced group exhibits notable similarities with the second group, primarily utilizing Strategy 19, which focuses on seeking context clues to decipher unfamiliar or challenging words Following closely is Strategy 06, emphasizing the identification of key words in questions and related terms within the text, as well as paraphrasing each statement Conversely, the least utilized strategy ranks at the bottom.

Many individuals believe it is incorrect to use prior knowledge when answering reading questions, insisting that responses should solely rely on the information presented in the text Some participants indicated that they resort to their previous understanding only when they cannot locate answers within the text itself This approach is particularly common in IELTS Reading, where prior knowledge may not always align with the provided information.

Data analysis reveals a strong correlation between IELTS scores and learners' English experience, indicating that more experienced learners tend to achieve higher scores.

Table 13: The correlation between English learning experience and IELTS score

Overall, there exist many differences in what, when and how to use strategies among individual participants However, still some resemblances between identified groups (gender, English experience) may have

CONCLUSION

Summary of the major findings

High-scoring test takers typically employ a moderate level of test-taking strategies, often approaching the exam with the mindset of answering questions directly This leads them to read questions first, underline key terms, and search for related paraphrases in the text They frequently mark important information while reading to help track ideas and locate answers efficiently Time management is crucial, particularly for new English learners, who tend to be more time-conscious Common strategies include scanning for context clues and recognizing that answers are presented in the order of the passage Conversely, less favored strategies include reading every word, focusing on text organization while ignoring details, and relying on prior knowledge to answer questions.

The study reveals a strong correlation between reading strategies and test performance, highlighting that general tactics have the most significant impact Following this, text-related strategies rank second, while question-related strategies are the least influential among the three examined.

45 of common with previous famous research (Chiu, 2011; Scharnagl 2004; O‟ Malley

Research by Chamot (1990), Oxford (1990), Cohen (1984), Nevo (1989), Phakiti (2008), Radojevic (2009), and Rezaee (2005) indicates that test-taking strategies are essential for enhancing IELTS scores Additionally, data from interviews reveal unanimous agreement among participants that these strategies significantly contribute to test-taker success.

The research findings reveal notable diversity and similarities in test-taking strategies among different user groups Males predominantly favor scanning skills, while females are more inclined towards searching for keywords and paraphrasing, although both groups share a common secondary priority Additionally, both genders exhibit a strong preference for general strategies Interestingly, IELTS scores between the groups show minimal differences The learners' English experience significantly influences their strategy use; those with less than five years of experience focus heavily on timing and text comprehension, whereas more experienced learners demonstrate greater proficiency by employing targeted strategies like keyword searching and paraphrasing, although they tend to overlook text organization and prior knowledge Ultimately, the results indicate that experienced readers achieve higher scores compared to their less experienced counterparts.

Implications for IELTS test takers and IELTS trainers

Test-taking strategies significantly enhance performance on exams like the IELTS, making it essential for test-takers to familiarize themselves with effective approaches for various task types IELTS trainers and English educators should incorporate these strategies into their teaching curricula, as awareness and modeling of these techniques can greatly benefit learners Those feeling anxious about the IELTS test can utilize the findings of this study to implement practical strategies that improve their test-taking abilities.

Limitations and suggestions for further study

A significant limitation of the study is the insufficient number of participants, which affects the reliability of the results Increasing the participant count would likely lead to a lower standard deviation in the data analysis Additionally, the unequal distribution of male and female participants makes it challenging to generalize the findings to the entire population.

The study's focus on IELTS high scorers limits the diversity of its results Future research could explore the strategies used by both low and high scorers to identify similarities and differences in their test-taking approaches Additionally, investigating specific task types, such as Multiple Choice, Yes/No/Not Given, True/False/Not Given, Matching Headings, or Cloze Tests, as well as Chart or Graph Filling, presents a valuable opportunity for further study.

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SURVEY QUESTIONNAIRE ON IELTS READING STRATEGIES OF

This survey aims to explore the reading strategies utilized by successful English language learners when taking the IELTS academic reading test The findings will contribute to my M.A thesis titled "ELT Reading Test-Taking Strategies Employed by High-Scoring Candidates in the Academic Training Module." Your participation and honest responses are vital for this study, and all information will be used solely for academic purposes Thank you for your cooperation.

How long have you been learning English?10 years

What is your most recent IELTS Reading score?………

You took the test to: satisfy the requirements of your institution to study abroad others (specify) ………

Direction: Please rate each item as to the degree that you adopt when taking the reading IELTS tasks using the following scale:

5 Always 4 Often 3 Sometimes 2 Rarely 1 Never

Look for key words in the questions and words and phrases with similar and related meanings in the texts, look for a paraphrase of each statement

14 Get the gist of each paragraph

16 Find short sentences within paragraphs

17 Form ideas about the text while reading

20 Answer the questions you know first

23 Guess the meaning of any word in the stem you do not know

24 Use prior knowledge to answer questions

25 Guess if you cannot find the answer

Thank you very much for your cooperation!

1 Do you often use reading test-taking strategies in IELTS test?

2 Can you describe in details some basic/ familiar steps to do IELTS Reading tasks in general?

3 Why do you follow the described steps?

4 Do you think the reading strategies that you often follow affect the results of the test?

5 What are the advantages of your reading strategies?

6 What are the disadvantages of your reading strategies?

SAMPLED INTERVIEW Interviewer: Hi, How are you? Thank you very much for being here The interview supposes to be very comfortable

Interviewee: I‟m fine It is OK I have time

Interviewer: I printed your answers in the survey part here This interview section will mostly refer to the result of the survey OK?

Interviewer: So let‟s get started

Interviewer: First of all, I would like to ask whether you often use reading test- taking strategies in IELTS test or not?

Interviewee: Definitely, yes When I prepared for the IELTS test I often followed some tips of my trainer and I practiced them After that, I am familiar with those strategies

Interviewer: Can you describe in details some basic/ familiar steps to do IELTS reading tasks in general?

The interviewee emphasizes the importance of reviewing questions before reading the text, often underlining key words for clarity They scan the text systematically to locate answers, noting that responses typically follow the order of the content As they read, they highlight significant information, which aids in summarizing the text effectively These foundational steps are essential to their approach.

Interviewer: Why do you follow the described steps?

The interviewee believes that the IELTS test measures language proficiency primarily through correct answers, making it unnecessary to fully understand the text They prioritize looking at the questions first and underline key words to focus on relevant information This approach has become second nature to them, as they are familiar with these strategies.

Interviewer: Do you think the reading strategies that you often follow affect the results of the test?

Interviewee: I think the reading strategies have some effects on the result of the test Those strategies help me to do the test quicker, more confident

Interviewer: So what are the advantages of those strategies?

Tiêu đề	Ielts Reading Test-Taking Strategies Employed By High Score Candidates In Academic Training Module
Tác giả	Phí Thị Mùi
Người hướng dẫn	Dr. Duong Duc Minh
Trường học	Vietnam National University, Ha Noi University of Languages and International Studies
Chuyên ngành	English Teaching Methodology
Thể loại	Thesis
Năm xuất bản	2017
Thành phố	Hanoi

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