VIET NAM NATIONAL UNIVERSITY-HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POSTGRADUATE STUDIES
***************** ĐINH THỊ HÀ PHƯƠNG A STUDY ON IELTS TEST-TAKING STRATEGIES:
READING SECTION
NGHIÊN CỨU VỀ CHIẾN THUẬT LÀM BÀI ĐỌC IELTS M.A. Combined Programme Thesis

Field: English Teaching Methodology
Code: 60 14 10 Hanoi – 2014

VIET NAM NATIONAL UNIVERSITY-HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POSTGRADUATE STUDIES
*****************
normal conditions established by the librarian or the care, loan or reproduction of the
paper.
Signature Đinh Thị Hà Phương
Date:

ii
ACKNOWLEDGEMENT

The writing of this dissertation has been one of the most significant academic challenges I
have ever had to face. I would never have been able to finish my dissertation without the
guidance of my supervisor, help from my friends and students, and support from my
family and my fiancé.
First and foremost, I would like to express my sincerest gratitude to my supervisor, Dr. Do
Thi Thanh Ha for her continuous support throughout my thesis with her patience and
knowledge. I would definitely attribute the level of my Masters Degree to her

score of 6.0. The students were asked to recall their thoughts as they were struggling for
the answers to two academic reading texts after they finished reading. The participants‟
verbal reports were then transcribed and decoded so that they could reveal the commonly
used strategies as well as their effectiveness. The findings of the study provide insight into
the response behaviors prompted by a specific reading task in the IELTS Test. iv
LIST OF FIGURES AND TABLES

Page
Figure 1 - Cognitive processing in reading
Figure 2 - A Heuristic for Thinking about Reading Comprehension
Figure 3 - The IELTS Academic Procedures and Components.
Table 1 - Frequencies of various task types
Table 2 - Description of True/False/Not Given or Yes/No/ Not Given reading
task and suggested test-taking strategies
Table 3 - Common study methods of strategy
Table 4 - Description of participants
Table 5 - IELTS band score descriptors
Table 6 - Equivalences of common tests to Common European Framework of

TABLE OF CONTENTS
Declaration
i
Acknowledgements
ii
Abstract
iii
List of figures
iv
CHAPTER I: INTRODUCTION

1.1. Statement of the problem and rationale for the study
1
1.2. Aims and objectives
1
1.3. Scope of the study
2
1.4. Expected outcomes and significance of the study
2
1.5. Overview of the rest of the paper
3
CHAPTER II: THEORETICAL BACKGROUND

2.1. Reading
4
2.1.1. Definition of reading
4
2.1.2. Purposes of reading
5
2.1.3. Reading process


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CHAPTER III: METHODOLOGY

3.1. Participants and setting
25
3.2. Research method
27
3.3. Research Instruments
28
3.3.1. Background questionnaire
28
3.3.2. Reading test
28
3.3.3. Video tapes
29
3.3.4. Immediate retrospective account of strategy use
29
3.4. Data analysis procedure
31
3.4.1. Data collection procedure
31
3.4.2. Protocol data
31
3.4.3. Data analysis
31
CHAPTER IV: FINDINGS AND DISCUSSION

4.1. Reported use of different strategies and their effectiveness

work as the guidelines for the whole paper
1.1. Statement of the problem and rationale for the study
Generally recognized as one of the most reliable means in assessing English language
proficiency, the International English Language Testing System (IELTS) has gained
its popularity in many countries since 1990s. The IELTS, as now it stands, serves as a
testimony which provides assessment of language aptitude for immigration and study
purposes. IELTS candidature, in particular, has witnessed a rapid growth in recent
years with over 1.5 million test-takers every year including thousands of Vietnamese
candidates. With the development of the IELTS, much attention was paid on IELTS
research with its four skills-based modules that make up the test.
Previously, although much literature has been devoted to IELTS related topics; little
was revealed about the cognitive processes underlying the performance of
Vietnamese candidates in the IELTS Reading Test. All of these reasons stated have
become the motivations that stimulate the researcher to conduct “A study on IELTS
test-taking strategies: Reading Section.” The paper is among the first attempts
putting the emphasis onto the test-takers‟ test-taking strategies and the hidden
cognitive processes in reading comprehension.
1.2. Aim and objectives
In the current study, an attempt is made primarily to investigate the test-taking
strategies employed in performing True/False/Not Given or Yes/No/Not Given
reading tasks. Therefore, the term test-taking strategies which is used in the current
study refers to not only the general strategies in taking a reading test but also the
reading strategies that aid the comprehension.

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The aim of the study is to gain an insight into how Vietnamese test-takers employ
different test-taking strategies in performing True/False/Not Given or Yes/No Not
Given tasks in IELTS Reading. By documenting the process that the testees went
through to deal with the reading tasks, the researcher hoped to investigate the real use

taking strategies in reading test. The paper could be also of great use for IELTS
trainers who want to have a closer look at how their trainees would actually perform
in the real test for better IELTS preparation instruction.
1.5. Overview of the rest of the paper
The rest of the paper includes the following chapters:
Chapter II – Theoretical Background – provides the background of the study.
Chapter III – Methodology – describes in details the participants, instruments of the
study as well as the procedure which the research follows.
Chapter IV – Findings and discussion – analyzes data found out and discusses the
outcomes of the study.
Chapter V – Conclusion – summarizes the main issue of the paper, the limitations of
the research and gives some suggestions for further studies.
The References and Appendixes includes a list of references that the researcher used
for the research, the reading test, guided questions for stimulated recalls, samples of
background questionnaire and verbal protocol transcripts. 4

CHAPTER II - THEORETICAL BACKGROUND
Key words: Reading comprehension, Reading strategies, IELTS Reading, Test-
taking strategies, retrospective study.
2.1. Reading
2.1.1. Definition of reading
According to Longman Dictionary of Applied Linguistics, reading can be defined as
the process of perceiving a written text in order to understand its contents which can
be done silently, and the understanding that result is called reading comprehension.
However, the term reading can also be understood as saying a written text aloud
which can be done with or without understanding the text. Another definition of
reading which can be found in Collins English Learners‟ Dictionary is an act of

reading for getting information and reading for pure fun or enjoyment.
Grabe and Stoller (2002), however, divided reading purposes into seven subtypes
which are more specific: reading for search for simple information, reading to skim
quickly, reading to learn from the text, reading to integrate information, reading to
write, reading to critique the text and reading for general comprehension.
2.2.3. Reading process
Reading process is claimed by Gascoigne (2005, cited in Saengpakdeejit, 2009) to be
a selective process which is characterized as an active process of comprehending. So
far, there have been three widely accepted reading models developed to depict the act
of reading or the way and procedure that readers use to construct meaning from the
reading texts. The three reading models are bottom-up, top-down and interactive
(Barnett, 1989).
In bottom-up model, reading is compelled by the text, proceeds from part to whole,
constructs meaning from letters, words, phrases, sentences. Readers process the text
in linear direction (Nunan, 1991). Therefore, in this model, readers are believed to
play a rather passive role. The basis of bottom-up reading model lies in the linguistic
knowledge of the reader (Samuel & Kamil, 1988).
In top-down model, the understanding of the text is constructed from whole to part.
The readers predict what come next, test their prediction and adjust or confirm. In

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this model, readers actively use their background knowledge. Goodman (1971)
described reading using top-down model like a “psycholinguistic guessing game” in
which the “reader reconstructs, as best as he can, a message which has been encoded
by a writer as a graphic display” (p.135).
Interactive model is a combination of bottom-up and top-down approaches. This
model was discussed as the process of combining textual information with the
information the reader brings to a text (Widdowson, 1979); therefore, the meaning of
the text is, in fact, “synthesized based on information provided simultaneously from

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2.3. Reading strategies
2.3.1. Language learning strategies
As language learning strategies is the broader term which covers other learning
strategies for different skills including reading, it is worth reviewing literature on it
for better understanding of the general background before investigating the use of
reading strategies in details. Since 1960s when research into language learning
strategies began, there have been a lot of attempts in defining the term by a number
of scholars (Tarone, 1981; Ellis, 1985, Weinstein and Mayer, 1986; Chamot, 1987;
O‟Malley and Chamot, 1990; Nunan, 1991; Oxford, 1990 and Cohen, 1998)
The definition that is believed to be most comprehensive and widely accepted,
however, was proposed in O‟ Malley and Chamot‟s book titled Learning Strategies
in Second Language Acquisition in which learning strategies was defined as “special
thoughts or behaviors that individuals use to help them comprehend, learn, or retain
new information” (1990, p.1). Despite of different approaches in defining the term,
most of the definitions suggest a similar goal of language learning strategies which is
to facilitate the language learning process and to help the learner achieve their aim in
using the target language.
O‟Malley and Chamot (1990) also classified learning strategies into three major
types:
 Metacognitive strategies: are higher order executive skills that may entail
planning for, monitoring or evaluating the success of learning activity (p.44).
 Cognitive strategies: operate directly on incoming information,
manipulating it in ways that enhance learning (p.44).
 Social strategies: involve the interaction between the language learner with
others either their language instructor or peers.

like dictionaries and other support systems.
Pressey and Afflerbach (1995) classified reading strategies into three broad
categories including (1) planning and identifying strategies which help in
understanding the meaning of the text, (2) monitoring strategies which regulate
comprehension and learning and (3) evaluating strategies to reflect or respond to the

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text. The same array of reading strategies was present in many studies on second
language reading.
As mentioned earlier, reading comprehension consists of the three elements which
include comprehension strategies (RAND Reading Research). (Rezvani et.al, n.d.)
pointed out that reading comprehension is, in fact, the interactive cognitive process in
which readers interact with texts and authors‟ perspective. During this process,
readers construct meaning of the text by using their knowledge of language.
Gass and Mackey (2000) defined the cognitive process as the search and storage
mechanisms, inferential mechanisms and retrieval processes. These processes are
thought to operate at an unconscious level. While cognitive process is claimed to be
unconscious, reading strategies are the skills which are consciously used to aid the
reading comprehension. Therefore, the strategies employed by readers during the task
completing process can reveal the fact about the way readers manage their interaction
with written text, to make reading more effective and to improve comprehension
(Singhal, 2001). In short, reading strategies can reveal the actual cognitive process
and can be considered as part of the cognitive process.
b. Test-taking strategies
According to Rogers and Harley (1999), test-taking strategies help test-takers make
use of the characteristics and the format of the test to increase their scores in testing
conditions. These test-taking strategies may include: reading the instructions
carefully, scheduling the given time properly, making use of clue words in the
questions, etc. Test-taking strategies, therefore, can be defined as those test-taking

study refers to not only the general strategies in taking a reading test but also the
reading strategies that aid the comprehension.
2. 4. The IELTS test
The IELTS test is considered a typical proficiency test with 2 characteristics which
involve its relation to the application of what has been learnt, its base on a
specification of the language that is going to be needed in these applications.
Therefore, it is believed to be helpful testing tool in a number of circumstances to
decide whether a student is likely to cope with a course of specialist study (Harrison,
1983).

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The IELTS Test composes of four skills namely Listening, Reading, Speaking and
Writing and there are two modules of the test and test takers can choose either IELTS
Academic or IELTS General Training to sit for. This really depends on their
academic or professional aspirations. The recent study, however, only focuses on
Academic module of the test which measures English language proficiency needed
for an academic, higher education environment. The IELTS Academic module
procedure and components, then, can be visualized by the following chart.

(IELTS Handbook, 2007)
Figure 3: The IELTS Academic Procedures and Components. • Candidate listen to a number of recorded texts. These include a
mixture of monologues and conversations and feature a variety
of English accents.
• The recording is heard only once, and candidates are given time
to read the questions and write down their answers.
Listening (approximately 30 minutes)

professional registration. Since in the recent study, the reading tasks in Academic
Reading is of central concern, the topics and the task types of the test will be
discussed in more details.
2.5.1. Topics
The topics of IELTS reading passage may vary, but are all of “academic nature”.
These topics may include general science themes, the environment, health and social
psychology, technological and social developments, developing countries, gender
issues and others (Everett & Colman, 1999). The topics of IELTS passages which are
taken from authentic sources are generally international but neutral (Brook-Hart,
2012) since “texts which may cause the reader offence or anxiety, texts which require
specialist knowledge, are too specific in content or rely on world knowledge or
knowledge outside the texts would not conform to the guidelines of an objective
testing procedure” (Everett & Colman, 1999, p. 23).
2.5.2. Question types
In the IELTS Reading Test (Academic Module), a variety of question can be found
and chosen from the following:
 Multiple choice
 Short-answer questions
 Sentence completion
 Note/summary/ flowchart/ table completion

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 Labeling a diagram
 Matching headings for identified paragraphs/ sections of the text
 Identification of writer‟s views/ claims – yes, no or not given
 Identification of information in the text – true, false or not given
 Classification
 Matching lists/ phrases
The various types of questions expected in the IELTS Reading have been considered

apparent due to confusing wording of the prompts; therefore, unlikely to yield much
useful information of knowledge and processes employed by an individual as she or
he make a genuine attempt at the task. However, Weir, Hawkey, Green and Devi
(2006) suggested further studies should give close attention to this type of question
since when compared to some certain item types which appear to provoke the use of
certain strategies, True/False/Not Given or Yes/No/Not Given encourages the use of
expeditious reading strategies rather than just simple direct word matching.
While other types of reading tasks are supposed to test certain skills namely reading
for gist and reading for specific details, True/False/Not Given is claimed to provoke
the use of expeditious reading. For these reasons, the researcher chose to focus on
True/False/ Not Given or Yes/ No/Not Given (T/F/NG or Y/N/NG) tasks in the recent
study to see whether there is a difference between the test-taking skills of test-takers
as they deal with this specific kind of reading task. Since the emphasis of the current
study is put on this particular kind of reading task, it will be discussed in more details
in the next section. 17

2. 6. IELTS Reading and Test-taking Strategies
There exists a need for learning reading strategies since the reading texts used in the
IELTS test is long and complex. Because a variety of question types is used in the
reading passages, IELTS test-takers need to be familiar with certain techniques for
each question type. The following tables summarize the requirements for the focused
type of questions in the recent study, True/False/ Not Given or Yes/No/Not Given, as
well as the strategies needed to perform the tasks.
True/False/Not Given or Yes/No/Not Given
Example of task
instruction
Do the following statements agree with the information