Unveiling students test strategizing through the lens of Monitor Theory: Teaching insights

Authors

  • Abdullah A. Al Fraidan

    Department of English Language, College of Arts, King Faisal University, Al Ahsa, Saudi Arabia

DOI:

https://doi.org/10.59400/fls.v6i2.1181

Abstract

This paper explores the integration of Monitor Theory into the design and implementation of Test-Taking Strategy (TTS) instruction tasks. It critically analyzes the landscape of language test-taking strategies, addressing key issues such as the advisability of explicit teaching, methods for identification, and the impact of less beneficial strategies. Advocating for the teaching of test-taking strategies, the paper recommends the Monitor Theory as an optimal model for pedagogical integration. The exploration aims to provide valuable insights for refining language assessment practices, ensuring alignment with the principles of language acquisition. The content-independent nature of these strategies maintains test validity, offering students opportunities for more comprehensible input and enhancing critical thinking. It proposes a model that emphasizes natural language use, acquisition through natural inference, and feedback mechanisms to enhance language learning and test performance. Practical strategies such as interactive test reviews, critical thinking tasks, and real-world applications are suggested to optimize TTS instruction. By linking test-taking strategies with the acquisition-learning hypothesis, this paper offers a comprehensive approach to optimizing language assessment practices and promoting holistic language development. The discussion underscores the importance of authentic learning experiences, learner autonomy, and comprehensive coaching interventions in fostering genuine understanding and proficiency in language assessment contexts.

Keywords:

test-taking strategies; Monitor Theory; strategies teaching; assessment practices; pedagogical challenges

References

Al Fraidan, A. A., & Al-Khalaf, K. (2012). Test-taking Strategies of Arab EFL Learners on Multiple Choice Tests. International Education Studies, 5, 80–85. https://doi.org/10.5539/ies.v5n4p80

Al Fraidan, A., & Alsalman, A. E. (2023). The Utilisation of Test-Taking Strategies by Saudi EFL High Schoolers in Al-Ahsa Region. World Journal of English Language, 13(2), 414. https://doi.org/10.5430/wjel.v13n2p414

Al Fraidan, A. A. (2014). Test-unwiseness Strategies: What Are They? Journal of Applied Sciences, 14(8), 828–832. https://doi.org/10.3923/jas.2014.828.832

Alahmadi, A., Shank, C., & Foltz, A. (2018). Vocabulary learning strategies and vocabulary size: Insights from educational level and learner styles. Vocabulary Learning and Instruction, 7(1), 1–21. https://doi.org/10.7820/vli.v07.1.alahmadi.

Alahmadi, A., & Foltz, A. (2020). Effects of Language Skills and Strategy Use on Vocabulary Learning Through Lexical Translation and Inferencing. Journal of Psycholinguistic Research, 49(6), 975–991. https://doi.org/10.1007/s10936-020-09720-9

Alharbi, J. (2024). Acquired Versus Learned Systems in Second Language Acquisition: A Review of Studies Based on Krashen’s Hypothesis. Theory and Practice in Language Studies,14(1), 177–185. https://doi.org/10.17507/tpls.1401.21

Amer, A. A. (1993). Teaching EFL students to use a test- taking strategy. Language Testing, 10(1), 71–77. https://doi.org/10.1177/026553229301000104

Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75, 460–472. https://doi.org/10.1111/j.1540-4781.1991.tb05384.x

Bailey, F., & Fahad, A. (2021). Krashen revisited: case study of the role of input, motivation and identity in second language learning. Arab World English Journal, 12(2), 540–550. https://doi.org/10.24093/awej/vol12no2.36

Bond, L. (2008). Teaching to the Test: Coaching or Corruption. The New Educator, 4(3), 216–223. https://doi.org/10.1080/15476880802234482

Chamot, A. U., & Rubin, J. (1994). Comments on Janie Rees-Miller’s ‘A critical appraisal of learner training: theoretical bases and teaching implications’: Two readers react. TESOL Quarterly, 28(4), 771. https://doi.org/10.2307/3587559

Chamot, A. U., Barnhardt, S., El-Dinary, P. B., Robbins, J. (1999). The learning strategies handbook. NY: Longman.

Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130.

Coşkun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner student. Novitas-ROYAL (Research on Youth and Language), 4(1), 35–50.

Crocker, L. (2005). Teaching for the test: How and why test preparation is appropriate.

Elder, C., & O’Loughlin, K. (2003). Investigating the relationship between intensive English language study and bandscore gain on IELTS. IELTS Research Reports, 4, 207–254.

Garza, B.D., & Harris, R.J. (2016). Acquiring Foreign Language Vocabulary Through Meaningful Linguistic Context: Where is the Limit to Vocabulary Learning? Journal of Psycholinguistic Research, 46, 395–413. https://doi.org/10.1007/s10936-016-9444-0

Gan, Z. (2009). IELTS preparation course and student IELTS performance: A case study in Hong Kong. RELC Journal: A Journal of Language Teaching and Research, 40(1), 23–41. https://doi.org/10.1177/0033688208101449

Green, A. (2007). Washback to learning outcomes: A comparative study of IELTS preparation and university pre-sessional language courses. Assessment in Education: Principles, Policy & Practice, 14, 75–97. https://doi.org/10.1080/09695940701272880

Gerrans, P. (2002). The Theory of Mind Module in Evolutionary Psychology. Kluwer Academic Publisher.

Goh, C. C.M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185–206.

Goh, C. (2008). Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications. Regional Language Centre Journal, 39(2), 188–213. https://doi.org/10.1177/0033688208092184

Goh, C., & Yusnita, T. (2006). Metacognitive instruction in listening for young learners. ELT Journal. 60(3), 222–232. https://doi.org/10.1093/elt/ccl002

Hauck, M. (2005). Metacognitive knowledge, metacognitive strategies and CALL. In: J. Egbert and G. Petrie (eds.), CALL research perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 65–86.

Harris, D. (1969). Testing English as a Second Language. McGraw-Hill, Inc.

Hu, R. & Trenkic, D. (2021). The effects of coaching and repeated test-taking on Chinese candidates’ IELTS scores, their English proficiency, and subsequent academic achievement, International Journal of Bilingual Education and Bilingualism, 24(10), 1486–1501. https://doi.org/10.1080/13670050.2019.1691498

Hunkler, M. (2016). Krashen’s Hypotheses. A critical and reflected perspective. GRIN Verlag.

Kapur, M. (2008). Productive Failure. Cognition and Instruction, 26(3), 379–424. https://doi.org/10.1080/07370000802212669

Krashen, S. (1981). Second Language Acquisition and Second Language Learning. University of Southern California.

Luo-xian, S. (2005). Metacognitive Awareness and Second Language Listeners. Media in Foreign Language Instruction, 6, 55–59.

Macaro, E. (2004). Fourteen Features of a Language Learner Strategy. Applied Linguistics and Modern Languages Education Department of Educational Studies. University of Oxford, England.

Maria, S. & Nikaki, D. (2009). Test-Takin strategies in the Kpg Reading Test: Instrument Construction& Investigation Results. National and Kapodistrian University of Athens.

Matcha, W., Gašević, D., Ahmad Uzir, N., et al. (2019). Analytics of Learning Strategies: Associations with Academic Performance and Feedback. Proceedings of the 9th International Conference on Learning Analytics & Knowledge.

Millman, J. & Pauk, W. (1969). How to take tests. New York. McGraw Hill.

Nunan, D., & Richards, J. C. (2015). Language Learning Beyond the Classroom. New York: Routledge.

O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., et al. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557. https://doi.org/10.2307/3586278

Phakiti, A. (2006). Modeling cognitive and metacognitive strategies and their relationships to EFL reading test performance. University of Sydney.

Phung, H., Tran, N., & Hoang, D. T. (2023). Empowering students with authentic tasks to learn English beyond the classroom: a club-based model. Innovation in Language Learning and Teaching, 17(2), 191–201. https://doi.org/10.1080/17501229.2021.1998068

Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the classroom. Language Teaching, 50(4), 561–578. https://doi.org/10.1017/s0261444817000192

Rudman, H. C. (1989). Integrating Testing with Teaching. Practical Assessment, Research & Evaluation. Available online: http://PARE on line .net/getvn. Asp?v=6 (accessed on 16 May 2023).

Schutz, R. (2019). Stephen Krashen’s theory of second language acquisition. Available online: https://www.sk.com.br/sk-krash-english.html (accessed on 22 December 2023).

Scott, C., Meier, M., & Knight, P. (2009). Talking to Learn Dialogue in the Classroom. The Digest.

Scruggs, T. E., & Mastropieri, M. A. (1992). Making Students Test Wise. Perfection Learning Corporation.

Westen, D., & Rosenthal, R. (2003). Quantifying Construct Validity: Two Simple Measures. Journal of Personality and Social Psychology, 84(3), 608–618. https://doi.org/10.1037/0022-3514.84.3.608

White, L. (2003). Second Language Acquisition and Universal Grammar. Cambridge University Press.

Wagner, S., Sibley, L., Weiler, D., et al. (2024). The more, the better? Learning with feedback and instruction. Learning and Instruction, (89), 101844. https://doi.org/10.1016/j.learninstruc.2023.101844

Xie, Q. (2013). Does Test Preparation Work? Implications for Score Validity. Language Assessment Quarterly, 10(2), 196–218. https://doi.org/10.1080/15434303.2012.721423

Yang, C. (2009). A study of metacognitive strategies employed by English listeners. International Education Studies, 2(4), 134–139. https://doi.org/10.5539/ies.v2n4p134

Yang, P. (2000). Effects Of Test-Wiseness Upon Performance on the Test of English as A Foreign Language. University of Alberta.

Downloads

How to Cite

Al Fraidan, A. A. (2024). Unveiling students test strategizing through the lens of Monitor Theory: Teaching insights. Forum for Linguistic Studies, 6(2). https://doi.org/10.59400/fls.v6i2.1181

Issue

Vol. 6 , Iss. 2 (June 2024)

Article Type

Article

License

Copyright © 2024 Abdullah A. Al Fraidan

Creative Commons License

This is an open access article under the Creative Commons Attribution 4.0 International License.