Effects of Test-Taking Strategy and Lexico-Grammatical Ability on L2 Local-Level Reading Comprehension
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| Title: | Effects of Test-Taking Strategy and Lexico-Grammatical Ability on L2 Local-Level Reading Comprehension |
|---|---|
| Language: | English |
| Authors: | Hang Li, Shuting Zhang, Ximeng Tang |
| Source: | Reading in a Foreign Language. 2024 36(1). |
| Availability: | National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/ |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Test Wiseness, Reading Comprehension, Grammar, Second Language Learning, Academic Achievement, Chinese, English (Second Language), Foreign Countries, Vocabulary, Universities, College Students, Cloze Procedure |
| Geographic Terms: | China |
| ISSN: | 1539-0578 |
| Abstract: | While the effect of reading strategies on L2 test performance has been extensively researched, the effect of test-taking strategies remains underexplored, with mixed results due to varying contextual factors. This study, therefore, investigated the latent structure of test-taking strategies and the relationships among test-taking strategies, lexico-grammatical ability, and test performance in a test of local-level reading comprehension questions (LRCQs) by 217 Chinese EFL learners. Confirmatory factor analyses revealed test-taking strategies could be composed of test-management and test-wiseness strategies. Structural equation modeling provided further empirical evidence for this conceptual distinction, as only test-management strategies were significantly affected by lexico-grammatical ability. However, while lexico-grammatical ability had a large effect on test performance, neither test-management nor test-wiseness strategies had a significant impact on test performance. This study helps researchers and teachers better understand the test-taking strategies at play in LRCQs and their impact on test performance and carries implications for L2 reading pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/10d12dd9-c2fc-4535-941c-8c2d80e2d2e6/content |
| Accession Number: | EJ1444093 |
| Database: | ERIC |
| Abstract: | While the effect of reading strategies on L2 test performance has been extensively researched, the effect of test-taking strategies remains underexplored, with mixed results due to varying contextual factors. This study, therefore, investigated the latent structure of test-taking strategies and the relationships among test-taking strategies, lexico-grammatical ability, and test performance in a test of local-level reading comprehension questions (LRCQs) by 217 Chinese EFL learners. Confirmatory factor analyses revealed test-taking strategies could be composed of test-management and test-wiseness strategies. Structural equation modeling provided further empirical evidence for this conceptual distinction, as only test-management strategies were significantly affected by lexico-grammatical ability. However, while lexico-grammatical ability had a large effect on test performance, neither test-management nor test-wiseness strategies had a significant impact on test performance. This study helps researchers and teachers better understand the test-taking strategies at play in LRCQs and their impact on test performance and carries implications for L2 reading pedagogy. |
|---|---|
| ISSN: | 1539-0578 |
