Test-taking techniques

In spite of numerous extant studies on IELTS test-taking techniques, insufficient research has examined the effect of such techniques on reading performance among IELTS test-takers across proficiency levels. Therefore, this study, adopting an explanatory mixed-methods design, investigated the potential effect of test-taking techniques on IELTS reading scores gained by B1 and B2 level learners. The sample comprised 62 B1-level and 63 B2-level learners. The participants were placed into four groups consisting of two experimental and two control groups. In the two experimental groups, 17 reading test-taking techniques were explicitly taught and practiced. The four groups took reading pretest and posttest before and after the treatment. Ultimately, 15 participants from each experimental group partook in semi-structured interviews. The quantitative analysis showed the significant effect of teaching test-taking techniques on both B1 and B2-level learners' reading performance scores with the B1-level learners outperforming their B2-level counterparts. As for the qualitative data analysis, the results yielded eight themes for B1-level learners and seven themes for B2-level learners. Also, the results indicated that B1-level learners earned a notably higher number theme instances than B2-level learners. The results are discussed and implications for language learning, teaching, and testing are provided.