Test-taking strategy use by Chinese young EFL learners in an authentic international standardized English test

Feifei Han

doi:10.30827/portalin.vi39.24390

Autores/as

Feifei Han https://orcid.org/0000-0001-8464-0854

DOI:

https://doi.org/10.30827/portalin.vi39.24390

Palabras clave:

Chinese young EFL learners, test-taking strategy use, authentic international standardized English test, Cambridge Young Learners English Test, a mixed-methods approach

Resumen

El estudio actual examinó las estrategias de realización de pruebas de idioma utilizadas por los jóvenes estudiantes chinos de inglés como lengua extranjera en una prueba de inglés estandarizada internacional auténtica: Cambridge Young Learners English Test: Flyers Test. Adoptó un enfoque de métodos mixtos: la parte cuantitativa fue una encuesta administrada a 138 participantes, y la parte cualitativa consistió en sesiones de pensamiento en voz alta y entrevistas retrospectivas con seis participantes. Los resultados cuantitativos muestran que, en general, los niños adoptaron estrategias de realización de pruebas metacognitivas con más frecuencia que estrategias de realización de pruebas cognitivas, independientemente de las habilidades lingüísticas; y los de alto rendimiento utilizaron estrategias para tomar exámenes con más frecuencia que los de bajo rendimiento. Los efectos de interacción bidireccional entre los niveles de rendimiento de la prueba ☓ tipo de estrategia y entre las habilidades lingüísticas ☓ tipo de estrategia también fueron significativos. Los resultados cualitativos demuestran que los de alto rendimiento no solo utilizaron una gama más amplia de estrategias cognitivas que los de bajo rendimiento, sino que también utilizaron las mismas estrategias metacognitivas a un nivel más profundo y de una manera más sofisticada que los de bajo rendimiento.

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