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TEST-TAKING STRATEGIES FOR LISTENING TESTS BY SECOND-YEAR ENGLISH MAJORS AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY : CÁC CHIẾN LƯỢC LÀM BÀI KIỂM TRA MÔN NGHE CỦA SINH VIÊN NĂM HAI CHUYÊN NGÀNH TIẾNG ANH TẠI ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ / Nguyễn Thị Tú Oanh; Lê Phạm Hoài Hương Huế, 202185tr. ; 28cm.Trường Đại học Ngoại ngữ - Đại học HuếThis study was conducted to explore the awareness of English majors from a university regarding their employment of test-taking strategies during listening tests and to identify their most frequently used test-taking strategies. Two hundred forty-two sophomore English majors participated in the study. The data were gathered through two main instruments: questionnaire and interview. The findings indicate that the majority of participants had a favorable attitude toward using test-taking strategies in four areas: test performance, listening comprehension, degree of concentration, and anxiety. It was also found that employing test-taking strategies had the most significant impact on students‟ test performance among the four factors considered. Besides, metacognitive strategies were reported to be the most frequently used among the six groups of strategies that adhered to Oxford's (1996) taxonomy. However, students held an inconsistent view regarding the use of L1 during listening tests. Based on the findings of this study, some implications concerning test-taking strategy use were suggested for students taking listening tests and for teachers
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