Test Taking Strategies Instruction and Iranian EFL Learners’ Performance on International Language Tests

This study examined the effects of test-taking strategies instruction on Iranian foreign language learners’ performance on international English language tests namely IELTS and TOEFL. Based on IELTS pre- test, sixty intermediate participants of both genders from different fields of study including computer engineering, electrical engineering, mechanical engineering, accountancy, and chemical engineering were selected for this study. Then they were randomly divided into two groups (one control and one experimental each consisting of 30 participants). The experimental group was taught general and specific test-taking strategies, while the control group did not receive any specific instructions on test taking strategies. After twelve sessions of treatment for the experimental group and placebo for the control group, both groups took part in IELTS and TOEFL post- tests. While the two groups were homogeneous in terms of their language proficiency at the beginning of the study, the results of independent samples T- test showed that the experimental group significantly outperformed the control group on both post-tests. The findings suggest that there is a positive relationship between test-performance and test taking strategies. The findings also suggest support for training EFL classroom teachers to provide instruction in test-taking strategy.