NURUL ZUHAILA BT KHALID (P64199) A Study on Students’ Test taking Strategies in an Open- Ended Test between LEARNING STYLES NURUL ZUHAILA BT KHALID (P64199)

Background of Study Test is one of the indicators and tools Test taking strategies in an open-ended questions- try to comprehend the text Language tests play a powerful role in many people’s life (McNamara, 2000) Students have different learning styles and teachers are requested to match with their learning styles.

Statement of Problem According to Cohen and Upton (2006) strategies employed depend on the individual itself. A good strategy uses minimizes failure and enables students to take advantage of learning opportunities. (Feryal, 2007) Each student has different learning styles. Previous study- done in low and high students’ proficiency level but not in their different learning styles.

This study focuses on the test taking strategies used in different learning styles in secondary school level. The previous study done in test taking strategies on low and high proficiency among female students only not their learning styles.

Purpose of Statement The purpose of this study is to investigate: test taking strategies in an open ended question in different students’ learning styles how the similarities and differences can give effect to their language test performance.

Research Questions 1. What are the students’ test taking strategies used in different learning styles in an open ended reading comprehension test? 2. How the similarities and differences can give effects to their language test performance?

Significance of the Study Test taking strategies in different learning styles still new and not many research done in this area Teachers are more concern about their teaching skills and method use in class future study- interested in this topic and students’ learning styles (how their learning styles give effect to their test taking strategies )

Literature Reviews Cohen and Upton (2006) strategies employed depend on the individual students’ cognitive flexibility, language knowledge and cognitive style when attempting a question. Reading strategies in test taking, divide them into cognitive, meta cognitive and support strategies. (Sheorey & Mokhtari, 2001)

Tsagari (1994) open ended questions required students to produce their own answers and use their productive skills. Open ended questions promote the use of more understanding related strategies (Abanomey, 2002) Roger & Harley (1999) test taking strategies students use characteristic and test’ format. Most debate talk about learning styles avoids discussion about any impact on teaching and learning, or teachers and students (Fleming, 2012).

Cohen verbal framework (1991) Three Major Types Self-report (verbalize, learners provide descriptions) Self- observation (the inspection of specific) Self- revelation (think aloud)

Methodology Qualitative Study. Selection of samples 5-6 participants for each different learning styles (purposive sampling) Intermediate level of students (Form 4 students from SMK Cedung Jaya , Maran, Pahang) An open ended test The open ended test will be used and adopted from their textbook according to their syllabus.

Instrument Retrospective think-aloud protocol Verbal Report Protocol (self-report) Eg: learners- descriptions of what they do about their test taking strategies (Cohen, 2006) - An interview will be conducted by one to one.(audio taped)

Data Collection Procedures Retrospective think-aloud protocol Structured Interview Analysis of interview transcript

Data Analysis Cohen verbal framework (1991) Three Major Types Self-report Self- observation Self- revelation All interviews will be recorded and transcript  Playback session

Pilot Study Used to test the instruments & procedures Participants are chosen from the same school but in different learning styles. The procedures: think – aloud and follow up by structured interview 20 minutes to complete the text 10 minutes for think- aloud & 10 minutes for the interview.

Matrix Study Research Questions The Method (Instrument) How to Analyze What are the test taking strategies used in different students’ learning styles? Verbal report Protocol and Interview face to face Retrospective protocol and playback session (Participant’s thinking processes) How the differences and similarities they use can give effect to their language test performance?

References Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches. (2nd ed). Thousand Oaks, California: Sage Publications, Inc. Cohen, A. D. & Upton, T. A. (2007). ‘I want to go back to the text’: Response strategies on the reading subtest of the new TOEFL. Language Testing, 24 (2), 209-250. Abanomey, Abdulaziz. (2002). The effects of texts’ authenticity on reading comprehension test-taking strategies used by adult Saudi learners of English as a foreign language. Unpublished Ph.D thesis. Arizona State University, Arizona Feryal Cubukcu. (2007). An investigation of reading strategies employed by trainee teachers. GEMA Online™ Journal of Language Studies, 7 (2), 95-110. Tsagari, C. (1994). Method effect on testing reading comprehension: How far can we go? Unpublished M.A. thesis. University of Lancaster, U.K.