A Verbal Protocol Analysis Of Test-takers’ Test-taking Processes In Reading Test Of Cambridge English: Advanced

The present study was intended to investigate the test-taking process of taking CAE Reading test by utilizing think-aloud method in the purpose of examining the reading strategies employed by test-takers when they are answering the CAE Reading test. The study is focused on the following three research questions: 1) what kinds of reading strategies are utilized by test-takers in the processes of CAE Reading test? 2) Are there any similarities and differences among the two groups with different reading proficiency when they are taking the CAE Reading test? If so, what are the differences? 3) Are there any similarities and differences about the utilization of strategies in different task types? To answer these questions, think-aloud verbal protocol method is adopted, and six Master of Art students are involved in this study.The major findings of the current study are summarized as follows:Firstly, it is found that 20 out of 21 reading strategies from coding schema for reading strategies(Lin & Yu, 2013) are utilized by test-takers except “visualising information read” strategy, and the 20 strategies are classified into three strategy categories: meta-cognitive strategies, cognitive strategies and support strategies.Secondly, Test-takers in high-level group and low-level group share the same reading strategy preference: their most frequently used strategy categories in descending order are supporting strategies, cognitive strategies and meta-cognitive strategies. However, the proficient test-takers are found to utilize more reading strategies than those with lower proficiency, and they employ significantly more meta-cognitive strategies as well. Besides, test-takers with lower reading proficiency seem to rely largely on the word-level cues while those proficient test-takers seem to concentrate more on the analysis and evaluation of the text.Thirdly, test-takers show different reading strategy preferences in different task types. Specifically, test-takers use “translation”, “evaluating what is read” and “using context clues” more frequently in multiple choice; “translation”, “using context clues” and “guessing word meaning” in gapped text; “translation”, “reread”, “guessing word meaning” and “asking questions” in multiple-matching.This study may provide some references for the design and improvement of reading test. Meanwhile, it also puts forward relevant suggestions for teachers and test-takers.