The academic paper titled "Test-Taking Strategies and Reading Comprehension of Saudi EFL Students" by Fadi Maher Saleh Al-Khasawneh primarily investigates the relationship between the use of test-taking strategies (TTSs) and reading comprehension achievement among Saudi EFL students at King Khalid University. The study focuses on understanding how these strategies correlate with students' performance on reading comprehension tests and whether there are differences in strategy use based on English proficiency levels.
The purpose of this study is to explore the extent to which Saudi EFL students employ test-taking strategies and to determine if these strategies significantly impact their reading comprehension performance. The study also seeks to identify any variation in strategy use across different levels of language proficiency among the students.
The methodology employed in this research is correlational in nature. The sample consisted of 64 undergraduate students majoring in English at King Khalid University. Data were collected using three instruments: the English Placement Test to assess language proficiency, two TOEFL reading comprehension passages to measure reading performance, and a questionnaire adapted from Cohen and Upton (2007) to evaluate the students' use of TTSs.
The key findings of the study indicate that Saudi EFL students use test-taking strategies at a moderate level, with an average mean score of 3.62 out of 5. However, there was no statistically significant correlation between the use of these strategies and the students' achievement in reading comprehension tests. Additionally, no significant differences were found in the use of TTSs across different proficiency levels, although advanced students exhibited slightly higher mean scores in strategy use.
The study concludes that while Saudi EFL students moderately utilize test-taking strategies, these strategies do not have a significant impact on their reading comprehension performance. The findings suggest that more explicit instruction and training on the use of TTSs may be necessary to improve reading comprehension outcomes. The paper also highlights the need for further research to explore the factors influencing the effectiveness of test-taking strategies in different educational contexts.