Integration of Test-Taking Strategies Training in EFL Teachers’ Pedagogical Practices

Abstract

Test-taking process and strategy training is a very significant part of teaching, and especially relevant for EFL learners since foreign [English] language test anxiety is very common among EFL learners. Teachers play a crucial role in developing their students’ test-taking strategies. However, not all strategies employed by learners, and sometimes even encouraged by their teachers to use in tests, may be construct-relevant and directly contributing to the actual assessment of their language proficiency, even if those strategies may be helping them cope with exam stress, and also, sometimes helping them score well. The present paper is based on an investigation conducted at a Saudi university into EFL teachers’ integration of construct-relevant/-irrelevant test-taking strategies in their instructional approaches. It was a mixed-methods research conducted with six EFL teachers as participants who, in a survey questionnaire and structured interviews, expressed their perceptions on the strategies they teach and their perceived effect on students. The findings show that although teachers make sure to teach only construct-relevant strategies, students do resort to construct-irrelevant strategies as well. The findings of the present research are very significant as they help teachers in better supporting their students to improve their overall academic achievement in Saudi EFL contexts. The study will also help ensure a supportive learning environment for students by promoting Test-Taking Strategies as a significant component of success in their language learning journey.