نوا نورداد - Assistant Professor of EFL, University of Tabriz
پرویز آژیده - Professor of EFL, University of Tabriz

To succeed in tests does not require only content knowledge.   Test-taking strategies are other factors which help students to achieve high scores in tests. The present mixed-method study set out to examine the relationship between test-taking strategies and reading test performance. To achieve the objectives of the study, a reading comprehension test, and a ۳۵-item Likert type strategy questionnaire were given to ۲۱۴ male and female university students. Analysis of the gathered data revealed that there was a positive relationship between test-taking strategies and reading test performance and that successful, moderately, successful, and unsuccessful test-takers differed in their use of cognitive and metacognitive strategies. To gain an in depth view on strategy use pattern of the test-takers, retrospective interviews along with think-aloud protocols were applied which revealed the use of metacognitive test-taking strategies more than cognitive ones. These findings can have beneficial implications for language testers, teachers, learners, and course developers.

Test-taking strategies, cognition, Metacognition, reading comprehension, Test performance