Narjes Ghafournia - PhD in TEFL, Department of Foreign Languages, Isfahan (Khorasgan) Branch (IAUKB), Islamic Azad University, Isfahan, Iran
Akbar Afghari - Associate Professor in TEFL, Department of Foreign Languages, Isfahan (Khorasgan) Branch (IAUKB) Islamic Azad University, Isfahan, Iran

This study scrutinized the interaction between linguistic and strategic variables inreading comprehension test performance of Iranian EFL learners. To this end, theinteraction among the participants’ reading comprehension test performance, useof test-taking strategies, and level of language proficiency was analyzed. Theparticipants comprised 286 students who answered a reading comprehension testand a test-taking strategy questionnaire. In addition, 25 students participated in aretrospective interview at the end of the study and described their strategicprocesses of test taking. The findings manifested a significant interaction amongthe use of test-taking strategies, level of reading proficiency, and test performanceof the examinees. The more proficient test takers used the strategies morefrequently than did the less proficient test takers. The qualitative findings alsoconfirmed the quantitative findings and revealed the underlying nonlinguisticreasons for the differences in the frequency and type of the strategies used by thetest takers. The findings reflected that the observed scores did not manifest trueability of language learners, and true score should be calculated with regard tononlinguistic variables, particularlytest-taking strategies. The findings provideempirical support for Bachman’s classical true score measurement theory andBachman’s framework for the factors affecting test performance.Keywords: Classical True Score Measurement Theory; Test-Taking Strategies;True Score; Error Score.

Classical True Score Measurement Theory; Test-Taking Strategies; True Score; Error Score