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  • Reading strategies in IELTS tests: Prevalence and impact on outcomes

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    Author(s)
    Chalmers, James
    Walkinshaw, Ian
    Griffith University Author(s)
    Chalmers, James M.
    Walkinshaw, Ian S.
    Year published
    2014
    Metadata
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    Abstract
    This pilot study explores whether and to what extent IELTS Academic Reading test-takers utilise expeditious reading strategies, and, where employed, their impact on test outcomes. In a partial replication of Weir, Hawkey, Green, and Devi's (2009) exploration of the reading processes learners engage in when tackling IELTS Reading tasks, participants in English for Academic Purposes (EAP) courses underwent a mock IELTS Academic Reading test. They then completed a written retrospective protocol and a focus group discussion to probe their reading strategy use and tease out any underlying rationale. The analysis revealed that ...
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    This pilot study explores whether and to what extent IELTS Academic Reading test-takers utilise expeditious reading strategies, and, where employed, their impact on test outcomes. In a partial replication of Weir, Hawkey, Green, and Devi's (2009) exploration of the reading processes learners engage in when tackling IELTS Reading tasks, participants in English for Academic Purposes (EAP) courses underwent a mock IELTS Academic Reading test. They then completed a written retrospective protocol and a focus group discussion to probe their reading strategy use and tease out any underlying rationale. The analysis revealed that participants responded to time pressure, unfamiliar vocabulary and demands on working memory by employing a range of expeditious reading strategies which focused less on textual comprehension than on quickly locating correct answers. Their comprehension of texts often remained at the 'local-literal' level rather than the 'global-interpretive' level (Moore, Morton, & Price, 2012). Their test scores did not necessarily increase as a result. The findings, though preliminary, support further enquiry into test-taking strategies to understand the extent and the direction of impact on test scores.
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    Journal Title
    English Australia Journal
    Volume
    30
    Issue
    1
    Publisher URI
    https://www.englishaustralia.com.au/professional-development/current-and-past-issues
    Copyright Statement
    © 2014 English Australia. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    English as a Second Language
    Education
    Publication URI
    http://hdl.handle.net/10072/67266
    Collection
    • Journal articles

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