UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND LN TERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, AARERAAGHAR ER ROAR ARE PHÍ THỊ MÙI IELTS READING TEST-TAKING STRATEGIES EMPLOYED BY HIGH SCORE CANDIDATES IN ACADEMIC TRAINING MODULE (Chiến thuật làm bài đọc IELTS được sử dụng bởi những thí sinh dạt điểm cao trong kj thi hục thuật IELTS) M. MINOR PROGRAMME TIIESIS Kicld: English ‘caching Mcthodology Code: 60140111 HANOL-— 2017 VIETNAM NATIONAT. UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, Preerr reer irteeretrenyy PHÍ THỊ MÙI IELTS READING TEST-TAKING STRATEGIES EMPLOYED BY HIGH SCORE CANDIDATES IN ACADEMIC TRAINING MODULE (Chiến thuật làm bài đọc IELTS được sử dụng bới những thí sinh đạt điểm cao trong kỳ thỉ hục thuật IEI. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr.
Duong Dic Minh HANOI - 2017 DECLARATION T hercby doc re that this Ihesis is my own original research and wrilen entirely by myself Any citing in the thesis is followed by references and acknowledgement. I also horcby slale that I agree to the requirements of the University of Languages and International Studies in terms of using as well as preserving my M. This condition means thal auy access lo my thesis for study purpose should be allowed. Hanoi, 2017 Phi Thi Mai LIST OF FIGURES Figure 1: The number of participant according to gender 18 Figure 2: English experience of participants.
19 TAST OF TABLES Table 1: Characteristics of good language learners (Brown, 2007: 259-260) 8 Table 2: IELTS: Guide for Teachers (Bntush Couneil, 2008). 18 ‘Table 3: LULT'S 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 Strategie 27 Table 7: đeorge and Mallery’s cronbach a value range 27 ‘Table 8 Means and Standard Deviations Indicating ‘l'est-taking Strategy Use.
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: Conelatiơn bolween gender and TRLTS test. 38 Table 12: Means and Standard Deviations Indicating Test-taking Strategy Use based on English leaming experience - - we ‘Table 13: ‘he correlation between English learning experience and LEL''S score.42 TABLE OF CONTE DECLARATION, 1 -ACKNOWLEDGEMENT. 11 LIST OF ABBRIVIATIONS.
iv LIST OF FIGURES 0. testes teresa tenes eersseeesneeen av LIST OF TABLES. vi TABLE OF CONTENTS vn CUAPTER 1: INTRODUCTIOXN. Slatement ofthe problem.
Purpose of the shady 14. Expected outcome and significance of the study 3 CHAPTER I: LITERATURE REVIEW. Definition of reading. Purposes of reading,.2, Language learning strategies s 2.3, Strategies of successful language learners .4, Reading comprehension and test-taking strategies.
Reading comprehension strategies 8 2. Test-taking strategies .5, The IELTS test. TELTS reading test 1 2. Sumrmary of previous studies.
Participants and setting 16 LIST OF FIGURES Figure 1: The number of participant according to gender 18 Figure 2: English experience of participants. 19 LIST OF FIGURES Figure 1: The number of participant according to gender 18 Figure 2: English experience of participants. 19 TAST OF TABLES Table 1: Characteristics of good language learners (Brown, 2007: 259-260) 8 Table 2: IELTS: Guide for Teachers (Bntush Couneil, 2008). 18 ‘Table 3: LULT'S 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 Strategie 27 Table 7: đeorge and Mallery’s cronbach a value range 27 ‘Table 8 Means and Standard Deviations Indicating ‘l'est-taking Strategy Use. 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: Conelatiơn bolween gender and TRLTS test.
38 Table 12: Means and Standard Deviations Indicating Test-taking Strategy Use based on English leaming experience - - we ‘Table 13: ‘he correlation between English learning experience and LEL''S score.42 LIST OF ABBREVIATIONS TRLTS: International Friglish Language Testing System SPSS; Statistical Package for the Social Sciences IDP: Intemational Development Program PI: Interviewee 1 P2: Interviewee 2 P3: Interviewee 3 P4: Interviewee 4 P5: Interviewee 5 P6: Interviewee 6 iv 3,2, Research method.4, Data analysis procedure 22 3. Data collection procedure 22 3. Data analysis procedte. coi 23 CILAPTER IV: FINDINGS AND DISCUSSION.
Reading test-taking strategies used by TRI.TS candidates in performing 1LLT'S reading tasks. Testing the reliability of data. aking slrategics used by TEI. Ilow are those English test-taking strategies related to test takers’ performance?.
Is there any đilfercnee in Enghsh Issl-taking siratogy use amiong successful candidates? 35 CHAPTER V: CONCLUSION 44 3.1, Summary of the major findings .2, Implications for LILT'S test takers and 1EL'S trainers.3, Limitations and suggestions [or Curlher study 46 REFERENCES .cscccsssssenesnsensnsencennsseistnntnnessensnet wT APPENDENCES. cs es ses st s ntsiesne tusersine setsonsen tn wT APPENDIX 1 - - - - I APPENDIX 2. wu APPENDIX 3 - - In viii ABSTRACT This thesis aims to Wlusunatc how the successful TEI.TS takers perform their IKLY'S reading test and provide a useful guidance for anyone conceming about IDLTS reading test. This study is motivated by three research questions: (1) What lest-taking strategies (requonlly used by Vietnam test lakers in performing TELTS 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? IE yes, what are the main pattems of variation? ‘The research employed multiple methods inchiding a broad survey questionnaire of 100 participants and a thorough inlerview of 06 English language learners whe had taken the TELTS 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. I'he findings from the research illustrate the variely in application of test-taking stralegies and the impact of slrategies on the results when taking the test. The findings also prompt an encouragement to lcaIrL and sharpen basic approach when taking the reading test, especially in IILTS reading which examine leamers’ proficient, kmguage skill TABLE OF CONTE DECLARATION, 1 -ACKNOWLEDGEMENT. 11 LIST OF ABBRIVIATIONS.
iv LIST OF FIGURES 0. testes teresa tenes eersseeesneeen av LIST OF TABLES. vi TABLE OF CONTENTS vn CUAPTER 1: INTRODUCTIOXN. Slatement ofthe problem.
Purpose of the shady 14. Expected outcome and significance of the study 3 CHAPTER I: LITERATURE REVIEW. Definition of reading. Purposes of reading,.2, Language learning strategies s 2.3, Strategies of successful language learners .4, Reading comprehension and test-taking strategies.
Reading comprehension strategies 8 2. Test-taking strategies .5, The IELTS test. TELTS reading test 1 2. Sumrmary of previous studies.
Participants and setting 16 ABSTRACT This thesis aims to Wlusunatc how the successful TEI.TS takers perform their IKLY'S reading test and provide a useful guidance for anyone conceming about IDLTS reading test. This study is motivated by three research questions: (1) What lest-taking strategies (requonlly used by Vietnam test lakers in performing TELTS 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? IE yes, what are the main pattems of variation? ‘The research employed multiple methods inchiding a broad survey questionnaire of 100 participants and a thorough inlerview of 06 English language learners whe had taken the TELTS 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. I'he findings from the research illustrate the variely in application of test-taking stralegies and the impact of slrategies on the results when taking the test.
The findings also prompt an encouragement to lcaIrL and sharpen basic approach when taking the reading test, especially in IILTS reading which examine leamers’ proficient, kmguage skill LIST OF FIGURES Figure 1: The number of participant according to gender 18 Figure 2: English experience of participants. 19 LIST OF FIGURES Figure 1: The number of participant according to gender 18 Figure 2: English experience of participants. 19 TAST OF TABLES Table 1: Characteristics of good language learners (Brown, 2007: 259-260) 8 Table 2: IELTS: Guide for Teachers (Bntush Couneil, 2008). 18 ‘Table 3: LULT'S 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 Strategie 27 Table 7: đeorge and Mallery’s cronbach a value range 27 ‘Table 8 Means and Standard Deviations Indicating ‘l'est-taking Strategy Use. 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: Conelatiơn bolween gender and TRLTS test.
38 Table 12: Means and Standard Deviations Indicating Test-taking Strategy Use based on English leaming experience - - we ‘Table 13: ‘he correlation between English learning experience and LEL''S score.42 ABSTRACT This thesis aims to Wlusunatc how the successful TEI.TS takers perform their IKLY'S reading test and provide a useful guidance for anyone conceming about IDLTS reading test. This study is motivated by three research questions: (1) What lest-taking strategies (requonlly used by Vietnam test lakers in performing TELTS 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? IE yes, what are the main pattems of variation? ‘The research employed multiple methods inchiding a broad survey questionnaire of 100 participants and a thorough inlerview of 06 English language learners whe had taken the TELTS 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. I'he findings from the research illustrate the variely in application of test-taking stralegies and the impact of slrategies on the results when taking the test.
The findings also prompt an encouragement to lcaIrL and sharpen basic approach when taking the reading test, especially in IILTS reading which examine leamers’ proficient, kmguage skill 3,2, Research method.4, Data analysis procedure 22 3. Data collection procedure 22 3. Data analysis procedte. coi 23 CILAPTER IV: FINDINGS AND DISCUSSION.
Reading test-taking strategies used by TRI.TS candidates in performing 1LLT'S reading tasks. Testing the reliability of data. aking slrategics used by TEI. Ilow are those English test-taking strategies related to test takers’ performance?.
Is there any đilfercnee in Enghsh Issl-taking siratogy use amiong successful candidates? 35 CHAPTER V: CONCLUSION 44 3.1, Summary of the major findings .2, Implications for LILT'S test takers and 1EL'S trainers.3, Limitations and suggestions [or Curlher study 46 REFERENCES .cscccsssssenesnsensnsencennsseistnntnnessensnet wT APPENDENCES. cs es ses st s ntsiesne tusersine setsonsen tn wT APPENDIX 1 - - - - I APPENDIX 2. wu APPENDIX 3 - - In viii TABLE OF CONTE DECLARATION, 1 -ACKNOWLEDGEMENT. 11 LIST OF ABBRIVIATIONS.
iv LIST OF FIGURES 0. testes teresa tenes eersseeesneeen av LIST OF TABLES. vi TABLE OF CONTENTS vn CUAPTER 1: INTRODUCTIOXN. Slatement ofthe problem.
Purpose of the shady 14. Expected outcome and significance of the study 3 CHAPTER I: LITERATURE REVIEW. Definition of reading. Purposes of reading,.2, Language learning strategies s 2.3, Strategies of successful language learners .4, Reading comprehension and test-taking strategies.
Reading comprehension strategies 8 2. Test-taking strategies .5, The IELTS test.
