A Closer Look at Chinese EFL Learners’ Test-wiseness Strategies in Reading Test

Miao Haiyan, Liu Rilong

Abstract


This paper reports on an investigation into the relationship of test-takers’ use of test-wiseness strategies to ChineseEFL learners’ reading test performance. A test-wiseness questionnaire was administered immediately after the finalachievement test to probe into how learners thought while completing the reading section of the test. It was found outthat the use of test-wiseness strategies bore no positive relationship to the reading test performance; and successfultest-takers reported test-wiseness strategy use no more significantly different than unsuccessful test-takers. Theresults suggested that the bias against Asian EFL learners, especially Chinese EFL learners, in their test-takingprocess was unfair, since test-wiseness strategies did not contribute to these EFL learners’ reading performance andthe distinction between successful and unsuccessful test-takers.


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DOI: https://doi.org/10.5430/wje.v6n1p68

 

World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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