The use of test taking strategies for the new toeic test format by efl learners at the mcb english center

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
---------------

NGUYEN NGOC TAI

THE USE OF TEST-TAKING STRATEGIES FOR
THE NEW TOEIC TEST FORMAT BY EFL
LEARNERS AT THE MCB ENGLISH CENTER

Major: English Language
Course code: 80220201

HO CHI MINH CITY, DECEMBER/2022


MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
---------------

THE USE OF TEST-TAKING STRATEGIES FOR THE NEW TOEIC TEST
FORMAT BY EFL LEARNERS AT THE MCB ENGLISH CENTER
Submitted to the
Faculty of English Language
in partial fulfillment of the Master’s degree in the English Language
23379 words
Course code: 80220201
By
NGUYEN NGOC TAI
Supervised by
TRAN QUOC THAO, Ph.D.

HO CHI MINH CITY, December/2022


The thesis entitled THE USE OF TEST-TAKING STRATEGIES FOR THE NEW
TOEIC TEST FORMAT BY EFL LEARNERS AT THE MCB ENGLISH CENTER
was successfully defended and approved on……...................... at Ho Chi Minh City
University of Technology (HUTECH).
Academic supervisor: ...........................................................................

Examination Committee
1. ................................................................ Chair
2. ................................................................ Reader 1
3. ................................................................ Reader 2
4. ................................................................ Member
5. ................................................................. Secretary Member
On behalf of the Examination Committee Chair

1


HCMC UNIVERSITY OF TECHNOLOGY
POSTGRADUATE INSTITUTE
-----------------------------------------Ho Chi Minh City, October 2022
MASTER’S THESIS REPORT
Student name: NGUYEN NGOC TAI

Sex: Male

Date of birth: 13th October 1989

Place of birth: Dong Nai

Major: English Language

Student code: 2041900021

I- Thesis title:
THE USE OF TEST-TAKING STRATEGIES FOR THE NEW TOEIC TEST
FORMAT BY EFL LEARNERS AT THE MCB ENGLISH CENTER
II- Objectives and contents:
The objectives of this study are to find out the use of test-taking strategies for
the new TOEIC test format utilized by EFL learners in the context of MCB English
Center as well as to examine the significant differences in using the types of testtaking strategies for the new TOEIC test format in terms of EFL learners’ language
proficiency at MCB English center.
III- Starting date: 1st June 2022
IV- Completing date: 26th December 2022
V- Academic supervisor: TRAN QUOC THAO, Ph.D.
ACADEMIC SUPERVISOR

FACULTY DEAN

(Full name, signature)

(full name, signature)

2


CERTIFICATE OF ORIGINALITY

I certify my authorship of the Master’s Thesis submitted today entitled:
THE USE OF TEST-TAKING STRATEGIES FOR THE NEW TOEIC TEST
FORMAT BY EFL LEARNERS AT THE MCB ENGLISH CENTER
In terms of the statement of requirements for Theses in Master’s programs issued by
the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City
The University of Technology.
Ho Chi Minh City, December 2022

NGUYEN NGOC TAI

i


RETENTION AND USE OF THE THESIS
I hereby state that I, NGUYEN NGOC TAI, being a candidate for the degree of
Master of Arts (English Language), accept the requirements of the University relating
to the retention and use of Master’s Theses deposited in the library.
In terms of these conditions, I agree that the origin of my Master’s Thesis deposited
in the Library should be accessible for purposes of study and research, in accordance
with the normal conditions established by the Librarian for the care, loan, and
reproduction for theses.
Ho Chi Minh City, December 2022.
Signature …………………………….
NGUYEN NGOC TAI

ii


ACKNOWLEDGEMENTS
This thesis represents the culmination of a significant effort, and I am indebted

to numerous individuals whose contributions were essential to its completion. I
deeply thank my advisor, Dr. Tran Quoc Thao, for his unwavering patience, careful
guidance, insightful advice, and constant encouragement throughout my research.
Without his invaluable support, this thesis would not have been possible.
Secondly, I'd like to thank the school board staff, specifically the principal and
vice principals at MCB English Center, for their support, encouragement, and
generosity in allowing me to carry out this thesis at their institution. Ms. Nguyen Thi
Ngoc Han and Ms Nguyen Thi Như Y have been especially supportive of my research
process. All of students who participated in the research are greatly appreciated.
Thirdly, I wish to express my appreciation to Dr. Nguyen Thi Kieu Thu, Dean
of the English Language Faculty at the University of Technology in Ho Chi Minh
City, and to other members of the staff at the university's postgraduate institute, all of
whom have been invaluable in my pursuit of this Master of Arts degree.
Finally, I express my heartfelt thanks to my classmates and coworkers for their
unwavering support, patience, and encouragement.

iii


ABSTRACT
This study investigated the extent of EFL learners' use of test-taking strategies for the
new TOEIC test format at the MCB English Center in Go Vap District. Two hundred
twenty-one students participated in the study, utilizing questionnaires and semistructured interviews to gather quantitative and qualitative data. Descriptive statistics
and content analysis were used for data analysis. The results showed that participants
frequently used memory, cognitive, and compensation strategies for TOEIC listening
tests, with metacognitive and affective strategies used less frequently. For TOEIC
reading tests, memory and compensation strategies were used more frequently than
cognitive, metacognitive, and affective strategies. No significant differences in testtaking strategies were found based on learners' language proficiency. The study
contributes to a better understanding of test-taking strategies and provides practical
implications for enhancing the quality of the teaching in the MCB English center in

Go Vap district in specific and in Vietnam in general. Finally, several practical
implications and fundamental suggestions were made for how the test-taking
strategies were used, which could be enriched for both educators and students. (173
words)
Key words: Test-taking strategies, Reading strategies, Listening strategies, TOEIC

iv


TABLE OF CONTENTS
Certificate of originality ......................................................................................................... i
Acknowledgements .............................................................................................................. iii
Abstract................................................................................................................................. iv
List of figures ....................................................................................................................... ix
List of tables ......................................................................................................................... ix
List of Abbreviations and Symbols ...................................................................................... xi
CHAPTER 1....................................................................................................................... 12
INTRODUCTION ............................................................................................................. 12
1.1. Background to the study ........................................................................................... 12
1.2. Statement of the problem.......................................................................................... 14
1.4. Research questions ................................................................................................... 15
1.5. Scope of the study .................................................................................................... 16
1.6. Significance of the study .......................................................................................... 17
1.7. Definitions of key terms ........................................................................................... 18
1.8. Organization of the thesis ......................................................................................... 19
CHAPTER 2....................................................................................................................... 20
LITERATURE REVIEW ................................................................................................. 20
2.1. Introduction .............................................................................................................. 20
2.2. Test-taking strategy .................................................................................................. 20
2.2.1. Test-taking strategy ........................................................................................... 20

2.2.2. Types of test-taking strategy ............................................................................. 20
2.2.3. The relationships between learning strategies and test-taking strategies .......... 22
2.2.4. Test-taking strategy use and language proficiency ........................................... 25
2.4. Test-taking strategies for TOEIC Listening comprehension .................................... 26
2.4.1. Memory Listening Strategies ............................................................................ 27
2.4.2. Cognitive Listening Strategies .......................................................................... 28
2.4.3. Compensation Listening Strategies ................................................................... 29
2.4.4. Metacognitive Listening Strategies ................................................................... 29
2.4.5. Affective Listening Strategies ........................................................................... 30

v


2.5. Test-taking strategy for TOEIC Reading Comprehension ....................................... 30
2.5.1. Memory Reading Strategies .............................................................................. 30
2.5.2. Cognitive Reading Strategies ............................................................................ 31
2.5.3. Compensation Reading Strategies ..................................................................... 32
2.5.4. Metacognitive Reading Strategies ..................................................................... 33
2.5.5. Affective Reading Strategies ............................................................................. 34
2.6. Previous studies ........................................................................................................ 35
2.6.1. Previous studies in the international context ..................................................... 35
2.6.2. Previous studies in the Vietnamese context ...................................................... 37
2.7. The Conceptual Framework of the study ................................................................. 41
2.8. Chapter summary...................................................................................................... 42
CHAPTER 3....................................................................................................................... 43
METHODOLOGY ............................................................................................................ 43
3.1. Introduction .............................................................................................................. 43
3.2. Research design ........................................................................................................ 43
3.5. Sample and sampling procedures ............................................................................. 46
3.6. Research Instruments................................................................................................ 48

3.6.1. Questionnaire ..................................................................................................... 48
3.5.2. Semi-structured interview ................................................................................. 50
3.6. Data collection procedures ....................................................................................... 51
3.7. Data analysis procedures .......................................................................................... 52
3.7.1. Data from questionnaires ................................................................................... 52
3.7.2. Data from interviews ......................................................................................... 53
3.8. Reliability and Validity ............................................................................................ 54
3.9. Ethical issues ............................................................................................................ 56
3.10. Summary................................................................................................................. 56
CHAPTER 4....................................................................................................................... 57
RESULTS AND DISCUSSION ........................................................................................ 57
4.1. Introduction .............................................................................................................. 57
4.2. Results ...................................................................................................................... 57
4.2.1. EFL learners’ use of listening test-taking strategies.......................................... 57
4.2.1.1. Memory listening strategies ....................................................................... 58

vi


4.2.1.2. Cognitive listening strategies ..................................................................... 60
4.2.1.3. Compensation listening strategies. ............................................................. 62
4.2.1.4. Metacognitive listening strategies .............................................................. 64
4.2.1.5. Affective listening strategies ...................................................................... 66
4.2.2. EFL learners’ use of reading test-taking strategies ........................................... 67
4.2.2.1. Memory reading strategies ......................................................................... 68
4.2.2.2. Cognitive reading strategies ....................................................................... 71
4.2.2.3. Compensation reading strategies ................................................................ 73
4.2.2.4. Metacognitive reading strategies ................................................................ 74
4.2.2.5. Affective reading strategies ........................................................................ 76
4.2.3. Differences in using the types of test-taking strategies of EFL learners ........... 77

4.2.3.1. Differences in using the types of listening test-taking strategies ............... 78
4.2.3.2. Differences in using the types of reading test-taking strategies ................. 79
4.3. Discussions ............................................................................................................... 80
4.3.1. The extent of listening and reading test-taking strategies use ........................... 80
4.4. Summary................................................................................................................... 86
CHAPTER 5....................................................................................................................... 88
CONCLUSION .................................................................................................................. 88
5.1. Summary of the main findings of the thesis ............................................................. 88
5.2. Pedagogical Implications.......................................................................................... 89
5.2.1. Implications for students ................................................................................... 90
5.2.2. Implications for teachers ................................................................................... 91
5.3. Limitations ................................................................................................................ 92
5.4. Recommendations for the further research............................................................... 93
LIST OF REFERENCES.................................................................................................. 94
APPENDICES.................................................................................................................. 107
APPENDIX A: Questionnaire for Student (English Version) .......................................... 107
APPENDIX B: Questionnaire for Student (Vietnamese Version) .................................... 115
APPENDIX C: Interview Protocol for Students (English Version) .................................. 123
APPENDIX D: Interview Protocol for Students (Vietnamese Version) ........................... 124
APPENDIX E: The Interview Transcript of Students (English Version) ......................... 125
APPENDIX F: Adapted Questionnaire Items ................................................................... 126

vii


APPENDIX G: New TOEIC Test Format......................................................................... 140
APPENDIX H: Plagiarism Report .................................................................................... 141
ENDORSEMENT FORM ................................................................................................. 142

Chapter 1

Chapter 2
Chapter 3
Chapter 4
Chapter 5
Total

2402 words
6488 words
4103 words
8740 words
1646 words
23379 words

viii


LIST OF FIGURES
Figure 2.1: Conceptual framework of students' use of test-taking strategies in TOEIC
new format. …………………………………………………………………….…..38
LIST OF TABLES
Table 3.1: Demographic information of the respondents…………………………42
Table 3.2: Adapted questionnaire items…………………………………………...44
Table 3.3: Methods of data analysis about the research questions and
instruments……………………………...………………………………………….49
Table 3.4: Cronbach’s Alpha Indexes …………………………………………….51
Table 4.1: Descriptive Statistics of five categories of test-taking strategies used for
TOEIC Reading Comprehension………………………………………………………....53
Table 4.2: The frequency of using memory strategies for TOEIC Listening
Comprehension in terms of EFL learners’ language proficiency………………….54
Table 4.3: The frequency of using cognitive strategies for TOEIC Listening

Comprehension in terms of EFL learners’ language proficiency…………….........56
Table 4.4: The frequency of using compensation strategies for TOEIC Listening
Comprehension in terms of EFL learners’ language proficiency………………….57
Table 4.5: The frequency of using metacognitive strategies for TOEIC Listening
Comprehension in terms of EFL learners’ language proficiency………………….59
Table 4.6: The frequency of using affective strategies for TOEIC Listening
Comprehension in terms of EFL learners’ language proficiency………………….61
Table 4.7: Strategies use test-taking strategies for TOEIC Reading Comprehension
in terms of EFL learners’ language proficiency…………………………………...62
Table 4.8: The frequency of using memory strategies for TOEIC Reading
Comprehension in terms of EFL learners’ language proficiency……………………64
Table 4.9: The frequency of using cognitive strategies for TOEIC Reading
Comprehension in terms of EFL learners’ language proficiency…………………66

ix


Table 4.10: The frequency of using compensation strategies for TOEIC Reading
Comprehension in terms of EFL learners’ language proficiency………………….68
Table 4.11: The frequency of using metacognitive strategies for TOEIC Reading
Comprehension in terms of EFL learners’ language proficiency……………….....70
Table 4.12: The frequency of using affective strategies for TOEIC Reading
Comprehension in terms of EFL learners’ language proficiency…………….……71
Table 4.13: Differences in use of Listening Test-taking Strategies.…………….....72
Table 4.14: Differences in use of Reading Test-taking Strategies ………...….......74

x


LIST OF ABBREVIATIONS AND SYMBOLS

TTS

Test-taking Strategies

ETS

The Educational Testing Service

MCB

MCB English center

EFL

English as a foreign language

TTMQ

Test-taking Methods Questionnaires

OTTSQ

Online Test-taking Methods Questionnaires

TOEIC

Test of English for International Communication

IELTS

International English Language Testing System

TOEFL

Test of English as a Foreign Language

SPSS

SPSS Statistical Package for Social Science

SILL

Strategy Inventory for Language Learning

F

Frequency

M

Mean

SD

Standard deviation

xi


CHAPTER 1

INTRODUCTION
1.1. Background to the study
Undeniably, a promising future is likely shaped when learners take English for
granted in broad circumstances. Perhaps most importantly, English is a language tool
to bridge every far-off corner of the world; it is also a core requirement for hungry
job seekers. As a result, this gives rise to a surfeit of English language learners who
harbor aspirations to partake in standardized international English examinations such
as the IELTS, TOEFL, or TOEIC.
Evidently, the TOEIC (Test of English for International Communication) has
gained significant prominence in both academic institutions and workplaces globally,
as stated by Im and Cheng (2019). As reported by the Educational Testing Service
(2008), the TOEIC is the most prestigious examination utilized by over 14,000
organizations to assess English proficiency in a global working context. It is
extensively implemented in more than 160 countries worldwide, with an annual
administration of over 7 million tests. In Vietnam, the TOEIC has been employed as
an output standard by over 130 universities, colleges, and vocational schools, while
nearly 500 corporations, companies, and businesses use it as a benchmark for
recruitment and evaluation. As a result, an increasing number of individuals are
attracted to TOEIC-focused English learning courses, which fulfill the graduation
criteria. Recent research by Nguyen Thi Thanh Ha and Gu (2020) highlights that
several Vietnamese universities have introduced TOEIC classes into their English
curricula to fulfill the immediate demands of test-takers who aspire to obtain high
scores on the TOEIC test. Additionally, firms and recruiters consider TOEIC scores
while selecting new personnel and staff.
Consequently, several universities and centers offer English courses based on
TOEIC test scores to students. Nonetheless, Tella et al. (2010) emphasize that testtakers' language acquisition performance and outcomes may be negatively affected if
they have a pessimistic attitude or apply inappropriate strategies. Conversely, positive

12

attitudes and appropriate test-taking techniques may enhance testing performance and
facilitate language acquisition, as demonstrated by Mohammed (2021). In the
meantime, test-taking strategies refer to the intentional processes that test-takers use
to handle language issues and demands of item responses during test-taking tasks
(Cohen, 2006). Therefore, it is clear that test-takers who possess positive attitudes
and effective test-taking strategies towards tests that are relevant to their lives acquire
knowledge and use it to solve the TOEIC test more efficiently. Several factors play a
crucial role in fostering test-takers' ability to develop knowledge and skills in their
testing process. Moreover, Ramli et al. (2018) suggested that internal and external
factors, such as the test-takers themselves, supportive facilities, and applied learning
models, contribute primarily to test-takers' testing achievement. This implies that testtaking skills are increasingly essential for test-takers to succeed, as illustrated by
Dodeen (2015).
Also, Pour-Mohammadi and Abidin (2011) argued that academic testing
challenges mainly depend on the material being tested, the test format, time
constraints, the student's prior knowledge and skills, and their test-taking skills and
strategies. These challenges could be daunting to complete without appropriate testtaking strategies. Hence, test-takers must be active partners in comprehending and
extracting meaning from texts. However, several obstacles frequently arise in
applying these strategies, based mainly on the learner's background, proficiency,
experience, emotions, goals, and requirements.
First and foremost, test-takers have limited background knowledge, which can
lead to slow receptive and productive English outcomes separately from the
classrooms. Absorbing the understanding of texts can present several challenges,
such as recalling information and background knowledge, drawing on text structures'
understanding and text organizers, and providing reflective and insightful responses.
Other obstacles include completing multiple task types, critical thinking, verbalizing
ideas, identifying relationships, making logical combinations, interpreting text
meaning, and identifying various viewpoints and specific details (Pour-Mohammadi

13

& Abidin, 2011). Additionally, learners at the elementary proficiency level and
intermediate elementary proficiency level face difficulties in systematically
understanding the test. Instead of understanding the main ideas and general concepts
first to reach comprehension, test-takers tend to concentrate more on word accuracy
and have limited or no metacognition skills (Nation, 2005). Moreover, in terms of
experiences and emotions, test-takers struggle to comprehend texts by neglecting
explicit instruction in reading comprehension strategies (Graham & Bellert, 2004).
Finally, concerning the aims and needs, one of the significant problems test-takers
face when studying TOEIC is that they fail to set their real aims. Instead of getting
accustomed to self-regulated learning methods, they stick to traditional methods.
Consequently, this research aims to identify students' use of test-taking
strategies and reveal the significant divergences in performing test-taking strategies
on the TOEIC test between two English proficiency levels. The outcomes derived
from the present investigation can offer valuable insights to learners to ameliorate
their aptitude in test-taking and enhance their performance on the test.
1.2. Statement of the problem
The present study aims to investigate the challenges faced by English as a
Foreign Language (EFL) learners at the MCB English center in Go Vap district
regarding the TOEIC-oriented English instructions. Despite being introduced to help
test-takers catch up with the social development, the TOEIC course poses several
challenges to the learners, including sophisticated vocabulary, background
knowledge, and variant pronunciation, and the absence of authorized training
sessions that would enable them to proficiently leverage test-taking strategies. As a
result, test-takers often struggle to comprehend TOEIC subjects, which leads to their
dissatisfaction with their test results, as their scores usually fall significantly below
the desired 450-650.
The students' inadequate performance in the lexis domain is one of the most
significant barriers as they find complex terminologies, terms, and jargon difficult to

break down into easily recognizable words or phrases. The ability to hear and identify

14


homophones also poses a challenge for the EFL learners, as their comprehension
skills are incapable of deciphering the visual or audible pattern of the word.
Moreover, many test-takers have difficulty linking words and sounds simultaneously,
which is necessary to comprehend TOEIC materials in both scenarios. These issues
are compounded by psychological factors, such as test-taking pace, length, and
unusual words, making it a daunting task for test-takers to approach the exam with
confidence.
Although the researcher and colleagues have made considerable efforts to equip
test-takers with test-taking strategies, their lack of confidence in their ability to
perform well on the exams persists. Therefore, the present study aims to comprehend
the issues and identify the mindsets and strategies used to implement test-taking
strategies in the TOEIC New Format. By exploring these factors, the study seeks to
provide insights into the challenges faced by EFL learners at the MCB center and
suggest effective solutions to enhance their TOEIC scores and overall English
proficiency.
1.3. Aim and objectives of the study
This study aims at investigating the use of test-taking strategies for the new
TOEIC test format by EFL learners in the context of the MCB English Center in Go
Vap District. The research objectives are as follows:
+ To explore the application of test-taking strategies for the new TOEIC test format
by EFL learners in the context of MCB English Center.
+ To examine the significant differences in using the types of test-taking strategies
for the new TOEIC test format in terms of EFL learners’ language proficiency
1.4. Research questions
The study aims to answer the following research questions:

1.

To what extent is the application of test-taking strategies for the new TOEIC

test format by EFL learners in the context of the MCB English Center?

15


2.

Are there any significant differences in using the types of test-taking strategies

for the new TOEIC test format in terms of EFL learners’ language proficiency? If
yes. How?
1.5. Scope of the study
This study was limited to the extent that test-taking strategies were employed
by EFL learners during TOEIC examinations. In addition, this study focused on
evaluating the students' utilization of test-taking strategies on 20 mock tests instead
of the official examination administered by IIG institutions due to the complication
of examining test-taking strategies, variations in use, and the nature of the testing
administration. As a result, the scope of this study must be restricted. Concerning the
research site, the current study was carried out at the MCB English center in Ho Chi
Minh City for convenience reasons. In lieu of selecting all four TOEIC skills
(Listening, Speaking, Reading, and Writing), the current research was limited to only
two testing skills because the participants in MCB only needed TOEIC two skills to
graduate. This study focuses on the test-taking strategies employed by 221 test-takers
at MCB in the Go Vap district of Vietnam over a 16-week period for the TOEIC
exam. In addition, questionnaires and semi-structured interviews were likely two
effective tools and methods for measuring strategy utilization and usage disparities

in this research. Therefore, the researcher utilized these two study instruments to
acquire data from the participants.
As a result, not only the amount to which test-taking techniques were utilized
in the TOEIC tests, but also the differences in test-taking strategy usage, would be
better understood. The research participants were EFL learners who belonged to
seven classes (2 levels): TOEIC Beginning 350, TOEIC Target 650. This research
focused on test-taking strategies used in the TOEIC test among 221 test-takers at
MCB in Go Vap district, Vietnam, for 16 weeks. Moreover, the research was
conducted at the MCB English center using convenience samplings. Finally,
interviews were conducted to collect qualitative information, while questionnaires
were used to collect quantitative data.

16


1.6. Significance of the study
The research in using test-taking strategies for the new TOEIC test format by
EFL learners at the MBC English center is expected to be significant at both
theoretical and practical levels.
Theoretically, the present study might serve as a supplementary contribution
to the existing literature on test-taking strategies as key predictors of student testing
progress. It will supplement the foundation of existing literature on test-taking
strategies as major clairvoyants of student academic progress. Particularly, these
findings may help test-takers, peers, lecturers, educators, and educational
management acquire a deep insight into test-takers test-taking strategies in theories
and bridge possible ways to enhance test-takers motivation (Ketworrachai &
Sappapan, 2022).
Also, based on the data and analysis, it will contribute to having profound
discernment of what test-taking strategies are used at high frequency and shed light
on making good use of the strong points of test-taking use and reducing its limitations

in the teaching and learning process. Considering the limitations of research about
test-taking strategies in Vietnam, the current study might add to the existing literature
base, which can be used as a foundation for test-taking applications and may provide
insights for future research in this field.
Practically, it is expected that the current study will help EFL teachers and
students have a sufficient look at the test-taking strategies used in the context of an
English center. They can identify why or why not the test-taking strategies are used.
And in which circumstances are these strategies used so students can focus on the
advantages and restrict the disadvantages of using them to improve their test scores?
Based on the findings of this study, its results in somewhat degree may allow
teachers and researchers to have deeper insights into the use of test-taking strategies
and variations in the application among TOEIC test-takers. As a result, they can better
understand the strategies used by students and provide them with more support and
guidance. Universities and language centers can also use the research findings to

17


design customized curricula for a diverse group of students or tailor the curriculum
to the learners' abilities.
1.7. Definitions of key terms
For the purpose of this study, many terms must be defined to provide a specific
perspective on the issues discussed.
Test-taking strategy: Test-taking strategy (TTS) in this research is as a set of
techniques and approaches employed by test-takers while taking the TOEIC test.
These strategies may involve managing time effectively, carefully reading and
understanding instructions, identifying the type and difficulty level of questions,
selecting the most appropriate answer, and reviewing answers before submitting the
test. These strategies are aimed at improving performance and achieving better
scores.

TOEIC: the TOEIC (Test of English for International Communication) is a
standardized, multiple-choice proficiency test that is built to measure communicative
English for “non-native speakers” (Wilson, 2000). The test has two sections:
Listening

Comprehension

(100

multiple

choice

questions)

and

Reading

Comprehension (100 multiple choice questions).
Language proficiency: in the context of MCB English center, the TOEIC
proficiency can be defined as the participants’ TOEIC score, it can be converted into
two levels, English proficiency at the Elementary level with TOEIC scores ranging
from 0-350 and students assume their English proficiency at an Intermediate level
with TOEIC scores ranging from 355-650+.
TOEIC New Format Test
TOEIC New Format: The updated version of the Test of English for International
Communication (TOEIC), designed to assess English language proficiency in
listening, reading, speaking, and writing skills through a variety of question types and
tasks, aligned with the Common European Framework of Reference (CEFR)

18


1.8. Organization of the thesis
This study consists of five chapters.
Chapter 1 presented an introduction to the study comprising background to
the study, the statement of the problem the, aims and objectives, research questions,
scope of the research, the significance of the study, the definitions of the key terms
as well as the organization of the thesis.
Chapter 2, which was a literature review presenting students' use of testtaking strategies in TOEIC new format test. In terms of test-taking strategies, there
was a discussion on its types. Also, memory, cognitive, compensation, metacognitive
and affective strategies were all clearly outlined and thoroughly discussed in terms of
test-taking strategies for TOEIC Listening comprehension. Moreover, memory,
cognitive, compensation, metacognitive and affective strategies were also carefully
outlined in terms of test-taking strategies for TOEIC Reading comprehension.
Likewise, many studies by Vietnamese and international scholars had been
recommended, summarized, and briefly reviewed in previous studies. Finally, the
researcher incorporated the present study's conceptual framework into the literature
review.
Chapter 3, which discussed the methodology of the study including the
research design, research site, sample and sampling procedures, research instruments,
data collection procedures, data analysis procedures, reliability, and validity.
Chapter 4 analyzed the data acquired through questionnaires and semistructured interviews to provide the study's findings. Furthermore, the data was
compared and contrasted with data from previous studies in the discussion.
Chapter 5 provided a summary of the thesis' key findings, as well as its
implications, limitations, and suggestions for future research.
Lastly, the list of references and appendices were properly shown for
supportive reference.

19


CHAPTER 2
LITERATURE REVIEW
2.1. Introduction
The researcher explored core reviews of related literature in this chapter, and
provided some substantial supporting evidence connected to the research topic in testtaking strategies, test-taking strategies for TOEIC listening comprehension, testtaking strategies for TOEIC reading comprehension were some of the primary topics
discussed in this study.
2.2. Test-taking strategy
2.2.1. Test-taking strategy
“Test-Taking Strategy” has been well-defined from diverse perceptions which
witnessed the blooming of a variety of methods and approaches. Bachman and Palmer
(2022), Cohen and Upton (2007), and Nation (2005) define test-taking strategies as
reading the rubrics and instructions judiciously, planning the allocated time
appropriately, using keywords in the questions, suspending answering diverse and
challenging questions, and rereading and assessing the work to check the answers.
Based on these crucial concepts, it is really worth mentioning the perspective of
Dodeen (2015), he defines test-taking strategies as cognitive abilities that allow testtakers to handle situations without knowing the test contents. These include managing
time well, analyzing all questions before responding, and taking difficult, multiplechoice, and underlying keywords questions. Within the scope of this study, testtaking strategies are understood as practical methods individuals can use in the test.
2.2.2. Types of test-taking strategy
There have been diverse definitions relating to the type of test-taking strategies,
given the various “theories” that have been put forward in social psychology. Four
main kinds of categories have been divided into four perspectives of researchers.
Oxford (1990) divides language learning strategies into six categories. Up to the
present time, these classifications are still considered the most complete. Meanwhile,
Purpura (1999) suggests that test-taking strategies is a cognitive process involving a

20

multifaceted paradigm requiring comprehension, memory, and restoration methods
by investigating the relationship between cognitive strategies, metacognitive
strategies, and language-test implementation. Plus, metacognitive strategy is one of
the most important factors which comprises a one-dimensional paradigm
characterized by different evaluation processes (e.g., target setting, planning,
scrutinizing, self-evaluating, and self-testing).
Also, Rezaei (2006) portrays that test-taking strategies are mainly of two types:
general strategies and specific strategies. As to general strategies, some wide-ranging
guidelines are presented, such as formulating for the test, reading the instructions,
using time throughout a test, and avoiding mistakes. Supporting the mentioned
theories stated by Rezaei (2006), Cohen and Upton (2007) show that specific
strategies are skills, which can be used to take various types of tests, such as multiplechoice, matching, fill-in-the-blanks, and essays, with attention to examining the testtaking process that respondents selected and are aware of to develop test-taking
strategies that can be used for practical purposes.
More importantly, Cohen and Upton's (2007) taxonomy of test-taking strategies
comprises three fundamental categories: language learner strategies, test management
strategies, and test-wiseness strategies. The language learner strategies pertain to the
skills and abilities required to master the language and comprehend its use. Test
management strategies are focused on time management, including planning,
organizing, and prioritizing during the examination. Test-wiseness strategies are
aimed at understanding the structure, content, and format of the test, including the
types of questions, response options, and scoring systems used. By recognizing and
adopting these strategies, test-takers may perform more effectively and efficiently on
examinations. Accompanying these concepts, (Vandergrift, 2003, 2004, 2007)
indicate that cognitive and metacognitive strategies are consistent mental illustrations
of a text in retention.

21