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2.3 Differences on the strategies of test taking assessment for college student and other EFL learners
Assessing the listening and reading comprehension skills of students is crucial for measuring their overall language proficiency. While the general strategies for test-taking assessment may be the same for college students and other English as a Foreign Language (EFL) learners, there may be some differences in the specific strategies used. These differences can arise due to variations in their language learning background, cultural context, and academic needs. This chapter will explore some of the differences in the strategies of test-taking assessment for college students and other EFL learners.
One significant difference between college students and other EFL learners is their motivation level. College students are generally more motivated to perform well on assessments due to their academic and professional aspirations. On the other hand, other EFL learners may not have the same level of motivation, and this can impact their performance on tests. To address this, instructors can use motivational strategies, such as providing positive reinforcement and praise, to encourage learners to take tests seriously and perform to the best of their abilities.
Another significant difference between college students and other EFL learners is their familiarity with test-taking strategies. College students have often taken multiple exams and are more experienced with test-taking strategies, such as time management, question comprehension, and identifying answer options. Conversely, other EFL learners may not have the same familiarity with these strategies, and this can lead to difficulty in comprehending and answering test questions. To address this, instructors can provide guidance and support to learners by teaching them test-taking strategies and helping them apply these strategies in practice tests.
Research studies have shown that cultural context can significantly impact the test-taking strategies of EFL learners. For example, in a study conducted by Liu and Braine (2005), they found that Chinese EFL learners tend to rely on memorization and reproduction of text rather than critical thinking skills, which can affect their performance on reading comprehension tests. Similarly, a study by Ushioda and Dornyei (2011) found that cultural attitudes towards language learning, such as the emphasis on accuracy over fluency, can also affect EFL learners’ test-taking strategies.
Moreover, in some cultures, it is considered impolite or disrespectful to ask questions or seek clarification from the instructor during the test-taking process. This cultural norm can be particularly challenging for EFL learners who may need additional guidance and support to understand test questions and perform well on assessments. As a result, it is crucial for instructors to be aware of these cultural differences and adapt their test-taking strategies accordingly.¹¹
To address this challenge, instructors can provide clear instructions and make themselves available for questions or clarification during the test-taking process. Instructors can also create a supportive and non-judgmental environment where students feel comfortable asking for help and seeking clarification. Additionally, instructors can use culturally relevant materials and examples in their assessments to make the test-taking experience more relatable and accessible for EFL learners from diverse backgrounds.
Language proficiency is another factor that can influence the strategies of test-taking assessment for college students and other EFL learners. College students may have a higher level of language proficiency, which allows them to comprehend and answer test questions more effectively. In contrast, other EFL learners may have lower language proficiency, which can lead to difficulty in understanding the test questions and selecting the correct answer options. To address this, instructors can design tests that are appropriate for the learners’ language proficiency level and provide extra support and guidance as needed.
In contrast, other EFL learners, especially beginners or those with lower language proficiency, may struggle with understanding and responding to test questions. These students may face challenges with vocabulary and grammar, leading to difficulty in comprehending test questions. They may also lack the ability to distinguish the nuances in meaning between the different answer options. As a result, these learners may find it challenging to select the correct answers, even if they possess the required knowledge and skills.
To address these issues, instructors can design tests that are appropriate for the learners’ language proficiency level. For example, instructors can provide simpler vocabulary and grammatical structures and focus on testing fundamental skills rather than complex language use.
They can also use visual aids or provide examples to help learners understand the test questions better. Additionally, instructors can offer extra support and guidance to help EFL learners prepare for tests. This support could come in the form of extra practice materials, one-on-one sessions, or group study sessions.
Test anxiety is a common issue among learners and can have a significant impact on their performance in tests. This can be particularly challenging for EFL learners, who may feel additional pressure to perform well in language assessments. Test anxiety can be defined as a psychological state characterized by feelings of worry, nervousness, and apprehension before, during, and after taking a test.
Studies have shown that EFL learners are more prone to experiencing test anxiety than native speakers of the language (Yıldız & Koçak, 2016). This can be due to various factors, including the pressure to perform well in language assessments, difficulties with understanding test questions due to language barriers, and lack of familiarity with the test format and expectations.
To address this issue, instructors can provide support and resources to help EFL learners manage test anxiety. One strategy is to teach learners relaxation techniques, such as deep breathing and visualization, which can help reduce anxiety levels during the test-taking process (Zhang, 2019).
Another strategy is to provide test-taking strategies, such as time management and question-answering techniques, which can help learners feel more confident and in control during the assessment (Ergene, 2015).¹²
In addition, counseling services can also be provided to learners who are experiencing significant test anxiety. Counseling can help learners identify the root causes of their anxiety and provide strategies for managing it. It can also provide a safe and supportive environment for learners to express their concerns and receive personalized guidance and support.
Familiarity with test format can play a significant role in the differences between college students and other EFL learners’ test-taking strategies. College students often have more experience with the types of assessments commonly used in higher education, such as multiple-choice questions and essay prompts, and may be more familiar with the expectations and structure of these types of tests. This can give them an advantage in understanding the format of the test and how to approach answering questions.
On the other hand, other EFL learners may not have as much experience with these types of assessments and may struggle to understand the structure and expectations of the test. For example, they may not be familiar with the concept of multiple-choice questions, which requires them to choose the correct answer option from a list of choices. This can lead to confusion and difficulty in selecting the correct answer, even if they have the knowledge and skills to do so.
To address this, instructors can provide EFL learners with practice tests and sample questions to familiarize them with the format and expectations of the assessment. This can help build their confidence and reduce anxiety related to the test-taking process. Additionally, instructors can provide clear instructions and explanations of the test format, including how to approach different types of questions and what is expected in terms of length and content of essay responses.
Another factor that can impact familiarity with test format is the use of technology in assessments. College students may be more comfortable with technology-based tests, while other EFL learners may not have as much experience with digital assessments. This can lead to difficulties in navigating the test platform and may negatively impact their performance.¹³
To address this, instructors can provide training and support for EFL learners on how to use the technology platform for the assessment. This can include providing tutorials on how to navigate the platform and practice assessments to build familiarity with the technology. Instructors can also make themselves available for questions and support during the test-taking process to address any issues or concerns that may arise.
In addition to providing practice tests and technology support, instructors can also consider alternative assessment formats that may be more suitable for EFL learners. For example, instead of multiple-choice questions, instructors can use fill-in-the-blank or short-answer questions that require EFL learners to demonstrate their knowledge in a different way. This can help to reduce the impact of unfamiliarity with test format on their performance.
Test formats can have a significant impact on the strategies that college students and other EFL learners use during test-taking assessments. College students, who may have more experience with academic testing, may be more familiar with the formats commonly used in higher education, such as multiple-choice, short-answer, and essay questions. On the other hand, other EFL learners may come from educational systems that use different types of test formats, which can require different strategies for success.
One common test format used in higher education is multiple-choice questions. These questions require test-takers to select the correct answer choice from a list of options. College students may have more experience with this format, as it is often used in standardized tests and entrance exams for higher education institutions. They may have developed strategies such as eliminating obviously incorrect answer choices and carefully reading the question and all answer options before selecting an answer. Other EFL learners, however, may not have encountered this format as frequently and may require additional guidance and practice to effectively navigate it.
Another format commonly used in academic testing is short-answer questions. These questions require test-takers to provide a brief response to a question or prompt. College students may be familiar with this format, as it is often used in quizzes and exams in various courses.¹⁴
They may have developed strategies such as reading the question carefully and ensuring that they fully address all aspects of the prompt in their answer. Other EFL learners may struggle with this format if they are not accustomed to providing concise and specific responses to questions.
Essay questions are another format used in academic testing, particularly in higher-level courses. These questions require test-takers to provide a more extensive response to a prompt, often including analysis and critical thinking. College students may be more familiar with this format, having encountered it in various courses throughout their academic career. They may have developed strategies such as creating an outline before beginning the essay, using specific examples to support their argument, and reviewing their work for clarity and coherence. Other EFL learners may find this format challenging, particularly if they are not accustomed to writing essays in English.
The differences in familiarity with test formats between college students and other EFL learners can be attributed to a variety of factors, such as differences in educational systems and access to academic resources. College students may have had more exposure to academic testing due to their higher level of education and may have access to resources such as tutoring services and test preparation courses. Other EFL learners, on the other hand, may come from educational systems that use different types of tests or may not have access to the same academic resources as college students.
To address these differences in familiarity with test formats, instructors can provide support and guidance to all test-takers, regardless of their background or level of familiarity with the format. This can include providing practice tests and review materials, explaining the format and expectations for each type of question, and offering opportunities for questions and clarification before the test. Additionally, instructors can design tests that are appropriate for the learners’ level of familiarity with the format, such as including more straightforward questions for those less familiar with the format and more complex questions for those who are more experienced.