An Exploration of the Relationships Between Different Reading Strategies and IELTS Test Performance: IELTS Test Taking Strategies - Chinese Students

Rob Kim Marjerison, Pengfei Liu, Liam P. Duffy, Rongjuan Chen

Source Title: International Journal of Translation, Interpretation, and Applied Linguistics (IJTIAL)2(1)

ISSN: 2575-6974|EISSN: 2575-6982|EISBN13: 9781799808657|DOI: 10.4018/IJTIAL.2020010101

MLA

Marjerison, Rob Kim, et al. "An Exploration of the Relationships Between Different Reading Strategies and IELTS Test Performance: IELTS Test Taking Strategies - Chinese Students." IJTIAL vol.2, no.1 2020: pp.1-19. http://doi.org/10.4018/IJTIAL.2020010101

APA

Marjerison, R. K., Liu, P., Duffy, L. P., & Chen, R. (2020). An Exploration of the Relationships Between Different Reading Strategies and IELTS Test Performance: IELTS Test Taking Strategies - Chinese Students. International Journal of Translation, Interpretation, and Applied Linguistics (IJTIAL), 2(1), 1-19. http://doi.org/10.4018/IJTIAL.2020010101

Chicago

Marjerison, Rob Kim, et al. "An Exploration of the Relationships Between Different Reading Strategies and IELTS Test Performance: IELTS Test Taking Strategies - Chinese Students," International Journal of Translation, Interpretation, and Applied Linguistics (IJTIAL) 2, no.1: 1-19. http://doi.org/10.4018/IJTIAL.2020010101

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Abstract

This study explores which types of IELTS Academic Reading strategies are used, and the impact of these strategies on test outcomes. The study was a quantitative research, using descriptive-correlational design based on data collected from students at Sino-US University in China. Descriptive and inferential statistics were used to analyze the data. The method used in this study was a partial replication the work of a previous researcher's exploration of the reading processes learners engage in when taking IELTS Reading tests. Participants first finished an IELTS reading test, and then completed a written retrospective protocol. The analysis reveals that there is a moderately positive relationship between the choice of text preview strategy (from 1 to 5) and the outcome. A pattern was identified that using expeditious reading strategies to initially locate information, and more careful reading strategies to identify answers to the question tasks was common among high-scoring participants.