Teaching English Language

Teaching English Language

آموزش استراتژی‌های آزمون و درک مطلب آزمون TOEIC: تفاوت‌های استفاده از استراتژی‌ها در دانشجویان دانشگاه

نوع مقاله : مقاله پژوهشی

10.22132/tel.2025.486022.1722
چکیده
این مطالعه به بررسی تأثیر آموزش استراتژی‌های آزمون بر درک مطلب در آزمون TOEIC (آزمون زبان انگلیسی برای ارتباطات بین‌المللی) می‌پردازد و بدین ترتیب به یکی از بزرگترین نگرانی‌های دانشجویان کره جنوبی می‌پردازد. انتخاب استراتژی‌های ۴۸ دانشجوی دانشگاه که به دو گروه آزمایشی و ساده تقسیم شده بودند، از طریق گزارش‌های شفاهی بررسی شد. دانشجویان در مجموع سه آزمون آزمایشی را در حین دریافت آموزش استراتژی‌های آزمون انجام دادند. تغییرات در نمرات از طریق ANCOVA با اندازه‌گیری مکرر شناسایی و اندازه اثر مقایسه شد. نتایج نشان داد که در حالی که افزایش نمرات برای هر دو گروه وجود داشت، گروه ساده افزایش بیشتری نسبت به گروه آزمایشی نشان داد. این مقاله ضرورت آموزش استراتژی‌های آزمون را روشن می‌کند، که به ویژه برای دانشجویانی که پتانسیل تحصیلی دارند اما در استفاده مؤثر از آن برای دستیابی به اهداف خود مشکل دارند، مفید است. علاوه بر این، لازم است به طور مداوم توانایی‌های استراتژیک زبان‌آموزان از طریق روشی عمیق مانند پروتکل شفاهی رصد شود. انتظار می‌رود که تجربیات موفقیت‌آمیز پیشرفت تحصیلی، فرآیند یادگیری را تسهیل کند و به دانشجویان اجازه دهد تا مالکیت یادگیری خود را به دست گیرند.
کلیدواژه‌ها

Abebaw, D. & Nuru, M. (2024). The effect of vocabulary learning strategy training on vocabulary knowledge: The case of Addis Ababa University. Teaching English Language, 18(1), 177-210. https://doi.org/10.22132/tel.2024.402105.1478
Alavi, S. M., & Bordbar, S. (2012). Are they the right participants for the right strategies? A case study in the role of levels of language ability in strategy use in the reading section of TOEFL iBT. Theory and Practice in Language Studies, 2(5), 877-886. https://doi.org/10.4304/tpls.2.5.877-886
Allan, A. (1992). Development and validation of a scale to measure test-wiseness in EFL/ESL reading test takers. Language Testing, 9, 101-119.
Amer, A. A. (2007). EFL/ESL test-wiseness and test-taking strategies (ED 497399). https://eric.ed.gov/?q=Test-wiseness+and+Test-taking+Strategies&id=ED497399
Bessette, A. (2007). TOEIC: Uses and misuses. Journal of Poole Gakuin, 47, 35-45.
Booth, D. K. (2018). The sociocultural activity of high stakes standardised language testing: TOEIC washback in a South Korean context. Springer.
Busa, J., & Chung, S.-J. (2014). The effects of teacher-centered and student-centered approaches in TOEIC reading instruction. Education Science, 14, Article 181. https://doi.org/10.3390/educsci14020181
Cai, Y. (2024). Metacognitive strategy use in foreign language learning fluctuates from both ends towards the middle: Longitudinal evidence for the Island Ridge Curve. System, 123, https://doi.org/10.1016/j.system.2024.103324
Carrell, P. L., & Grabe, W. (2002). Reading. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 233-250). Arnold.
Chaisuriya, A., & Shin, S. (2019). Examining English test practicality among different stakeholders in Thailand. The Journal of Asia TEFL, 16(1), 107-120. http://doi.org/10.18823/asiatefl.2019.16.1.7.107
Chang, A. C.-S. (2009). EFL listeners’ task-based strategies and their relationship with listening performance. TESL-N, 13. https://tesl-ej.org/wordpress/issues/volume13/ej50/ej50a1
Charoenroop, P. (2021). Local perspectives on English language teaching in private tutoring in Thailand: Re-examining roles and implications. rEFLections, 28(3), 419-440. https://so05.tci-thaijo.org/index.php/reflections/article/view/256348.
Cohen, A. D. (2000). Issues in the assessment of L2 pragmatics. Lodz Papers in Pragmatics, 16(1), 15-31. https://doi.org/10.1515/lpp-2020-0002  
Cohen, A. D. (2006). The coming of age of research on test-taking strategies. Language Assessment Quarterly, 3(4), 307-332.
Cohen, A. D. (2011). Strategies in learning and using a second language. Longman Applied Linguistics/Pearson Education.
Cohen, A. D. (2022). Test-taking strategies and task design. In G. Fulcher & L. Harding (Eds.), The Routledge handbook of language testing (2nd ed., pp. 372-396). Routledge.
Cohen, A. D., & Upton, T. A. (2006). Strategies in responding to the new TOEFL reading tasks. ETS Research Report (RR-06-06, TOEFL-MS-33). https://doi.org/10.1002/j.2333-8504.2006.tb02012.x
Cohen, A. D., & Wang, I. K.-H. (2018). Fluctuation in the functions of language learner strategies. System, 74, 169-182. https://doi.org/10.1016/j.system.2018.03.011
Cohen, S. F. (1988). Direct explicit reading instruction for unskilled college students. Research and Teaching in Developmental Education, 4(2), 50-56. https://www.jstor.org/stable/42801658.
Elsheikh Hago Elmahdi, O., AbdAlgane, M., & Abdurrahman Jabir Othman, Kh. (2024). Promoting inclusion and motivation in EFL learning: Strategies for success. Teaching English Language, 18(1), 127-158. https://doi.org/10.22132/tel.2024.429625.1542
ETS. (2023). 2023 Report on test takers worldwide. https://www.ets.org/pdfs/toeic/toeic-listening-reading-report-test-takers-worldwide.pdf
ETS Global (2021). Mapping the TOEIC® listening and reading test onto the CEFR. https://etswebsiteprod.cdn.prismic.io/etswebsiteprod/515ff84d-fdd0-4e7f-8d79-e19b4d19e9db_TOEIC+Listening+and+Reading+Mapping+Table+CEFR-092021.pdf
Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149-1160. https://doi.org/10.3758/BRM.41.4.1149
Fulcher, G. (2010). Practical language testing. Routledge. https://doi.org/10.4324/980203767399
Gebril, A. (2018). Test preparation in the accountability era: Toward a learning-oriented approach. TESOL Journal, 9, 4-16. https://doi.org/10.1002/tesj.302
Ghafournia, N. (2013). The relationship between using multiple-choice test-taking strategies and general language proficiency levels. Procedia-Social and Behavioral Science, 70, 90-94. https://doi.org/10.1016/j.sbspro.2013.01.043
Green, A. (1995). Verbal protocol analysis. Psychologist, 8, 126-129.
Green, J. M., & R. Oxford. (1995). Close look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297.
Han, M. (2018). EFL learners’ reading test-taking strategies and English proficiency. Journal of Language Sciences, 25(2), 143-166. http://doi.org/10.14384/kals.2017.25.2.143
He, S., Senecal, A.-M., Stansfield, L., & Suvorov, R. (2024). A scoping review of research on second language test preparation. Language Testing, 1-37. https://doi.org/10.1177/02655322241249754
Hong, N. X., & Phan, N. T. T. (2020). Students’ self-efficacy beliefs and TOEIC achievements in the Vietnamese context. International Journal of Instruction, 13(4), 67-86. https://doi.org/10.29333/iji.2020.1345a
Hsieh, C.-N. (2017). The case of Taiwan, perceptions of college students about the use of the TOEIC tests as a condition of graduation. ETS Research Report Series, 2017(1), 1-12. https://doi.org/10.1002/ets2.12179
Huang, H. T. D. (2016). Exploring strategy use in L2 speaking assessment. System, 63, 13-27. https://doi.org/10.1016/j.system.2016.08.009
Hwang, S.-Y. (2015). A study on college students’ reading strategies and test-taking strategies. The New Studies of English Language & Literature, 62, 293-315.
Im. G.-H., & Cheng, L. (2019). The test of English for international communication. Language Testing, 36(2), https://doi.org/10.1177/0265532219828252
Irawan, L. A. (2024). Reading comprehension and test-taking strategies of different achievement levels. Journal of Foreign Language Teaching and Learning, 9(2), 180-200. https://doi.org/10.18196/ftl.v9i2.22663
Kil, I. (2021). A study on relationship between learning strategy type and TOEIC achievement. The Journal of Humanities and Social Science, 12(6), 47-60.  https://doi.org/10.22143/HSS21.12.6.4
Lee, J.-Y. (2019). Pedagogical effects of teaching test-taking strategies to EFL college students. Reading in a Foreign Language, 31(2), 226-248.
Lertcharoenwanich, P. (2022). The effect of communicative language teaching in test preparation course on TOEIC score of EFL business English students. Journal of Language Teaching and Research, 13(6), 1188-1195, https:// https://doi.org/10.17507/jltr.1306.06
Masrul, M., & Rasyidah, U. (2023). Washback effect of TOEIC listening and reading as a college exit test in Riau, Indonesia. Journal of English Language and Pedagogy. https://doi.org/10.33503/journey.v6i3.3767
Nam, E. H. (2016). Analysis on the relationships between the perceptions and attitudes of Korean university students towards TOEIC and their TOEIC scores. English Language & Literature Teaching, 22(4), 225-248.
Nguyen, H., & Gu, Y. (2020). Impact of TOEIC listening and reading as a university exit test in Vietnam. Language Assessment Quarterly, 17(2), 147-167. http://doi.org/10.1080/15434303.2020.1722672
Oxford, R. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge.
Pan, Y.-C. (2010). Enhancing students’ communicative competency and test-taking skills through TOEIC preparatory materials. TESOL Journal, 3, 81-91.
Pan, Y.-C., & Roever. C. (2016). Consequences of test use: A case study of employers’ voice on the social impact of English certification exit requirements in Taiwan. Language Testing in Asia, 6(6), 1-22.
Phakiti, A. (2016). Test takers’ performance appraisals, appraisal calibration, and cognitive and metacognitive strategy use. Language Assessment Quarterly, 13(2), 75-108, https://doi.org/10.1080/15434303.2016.1154555
Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61, 993-1038. https://doi.org/10.1111/j.1467-9922.2011.00663.x
Powers, D. E., & Powers, A. (2014). The incremental contribution of TOEIC listening, reading, speaking, and writing tests to predicting performance on real-life English language tasks. Language Testing, 32(2), 151-167. https://doi.org/10.1177/0265532214551855
Razkane, H., Sayeh, A. Y., Diouny, S., & Yeou, M. (2023). Eleventh-grade students’ use of metacognitive reading strategies in Arabic (L1) and English (L3). International Journal of Instruction, 16(1), 573-588. https://doi.org/10.29333/iji.2023.16132a
Rezaee, A. A. (2006). University students’ test-taking strategies and their language proficiency. Teaching English Language, 1(1), 157-188.
Robillos, R. J., & Bustos, I. G. (2022). Learners’ listening skill and metacognitive awareness through metacognitive strategy instruction with pedagogical cycle. International Journal of Instruction, 15(3), 393-412. https://doi.org/10.29333/iji.2022.15322a
Rochmawati, L., & Kusumayati, L. D. (2023). “Can I increase my English test score?” The test-taking instructional strategy to improve learners’ English. Proceedings of the 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (pp. 338-347). https://doi.org/10.2991/978-2-38476-054-1_29
Saengboon, S. (2019). Shadow education in Thailand: A case study of Thai English tutors’ perspectives towards the roles of private supplementary tutoring in improving English language skills. LEARN Journal, 12(1), 38-54. https://so04.tci-thaijo.org/index.php/LEARN/article/view/168575
Seok, J. (2017). A study on differences in using test-taking strategies by different achievement groups in TOEIC. The Journal of Humanities and Social Science, 8(5), 597-612. https://doi.org/10.22143/HSS21.8.5.33
Shibata, H. (2018). An effective way of teaching for the TOEIC test preparation class. Memoirs of Learning Utility Venter for Konan University Students, 3, 85-100. https://doi.org/10.14990/00002988
Singh, C. K. W., Ong, E. T., Singh, T. S. M., Maniam, M., & Mohtar, T. M. T. (2021). Exploring ESL learners’ reading test taking strategies. Studies in English Language and Education, 8(1), 227-242. https://doi.org/10.24815/siele.v8i1.18130
Tavakoli, E., & Hayati Samian, S. (2014). Test-wiseness strategies in PBTs and IBTs: The case of EFL test takers, who benefits more? Procedia-Social and Behavioral Sciences, 98, 1876-1884. https://doi.org/10.1016/j.sbspro.2014.03.618
Trew, G. (2008). Tactics for the TOEIC listening and reading tests. Oxford University Press.
Winke, P., & Lim, H. (2017). The effects of test preparation on second language listening test performance. Language Assessment Quarterly, 14, 380-397. https://doi.org/10.1080/15434303.2017.1399396
Winograd, P., & Hare. V. C. (1988). Direction instruction of reading comprehension strategies: The nature of teacher explanation. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 121-139). Academic Press.
Yoon, M. (2014, February 5). [Eye on English] Test scores don’t guarantee English skills. Korea Herald. http://www.koreaherald.com/view.php?ud=20140205001246
دوره 20، شماره 1
دی 1404
صفحه 1-35

  • تاریخ دریافت 08 آبان 1403
  • تاریخ پذیرش 21 شهریور 1404