CÁC CHIẾN LƯỢC LÀM BÀI THI BẬC 3/6 CỦA SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH TẠI ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ
Vol. 131 No. 6A (2022), Tạp chí Khoa học Đại học Huế: Khoa học Xã hội và Nhân văn
Vol. 131 No. 6A (2022)

CÁC CHIẾN LƯỢC LÀM BÀI THI BẬC 3/6 CỦA SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH TẠI ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ

Tạp chí Khoa học Đại học Huế: Khoa học Xã hội và Nhân văn
https://doi.org/10.26459/hueunijssh.v131i6A.6406
Published 2022-08-22
Long Ha Huynh
Hue University of Foreign Languages
Nguyễn Thị Phương Lan
Nguyễn Thị Tú Oanh

Abstract

To succeed in the tests, test takers need more than just content knowledge. Test-taking strategies are other factors that help students score well on their tests. This study aimed to identify the test-taking strategies most frequently used by students in non-English majors level 3/6 classes at the College of Foreign Languages, Hue University. To achieve the research objectives, a listening, reading and writing test and a strategic questionnaire with a 27-item Likert scale were distributed to 44 male and female undergraduate students. The model used in this study developed by Barati (2005) includes strategies for planning, monitoring, evaluation, and test wiseness. The questionnaire developed based on Barati's classification of test-taking strategies was randomly sent to the participants after they took the tests. Based on the analysis of the results, it is shown that non-English major students at level 3/6 have a clear perception of foreign language test-taking strategies and frequency of using the strategies of all four planning groups. Planning, monitoring, evaluation and test wiseness were used quite often. At the same time, the study also showed that the gender of the learners did not affect the strategies they applied when taking the test. These findings could have useful implications for teachers, learners and course developers.

https://doi.org/10.26459/hueunijssh.v131i6A.6406
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