EFL students' challenges and strategies in eliminating distractors in IELTS reading tests

Abstract

"IELTS is used as an equivalent examination at the conclusion of the skill courses and at the end of the programme to graduate of English as a Foreign Language (EFL) at Can Tho University and plays a crucial role in EFL students to meet job requirements. This study focused on identifying EFL students’ challenges in eliminating distractors based on three selected-response formats under investigation are multiple choice, true-false-not given, and matching for the IELTS reading tests and corresponding strategies to cope with these challenges. The main aim of the study was to elucidate their challenges and coping strategies to deal with distractors for the IELTS reading test. The study involved the English proficiency test, under exam conditions, was administered to seventy-eight EFL students at Can Tho University, and data were collected via a questionnaire administered to all participants were completed the survey and the researcher used an in-depth interview protocol to explore on their experience with the IELTS reading test in test-takers strategies to solve the problems they faced when dealing with the test. The interview process was conducted after they had taken the test conducted with three random students. The data from the questionnaire, written questions, and interviews were further analyzed descriptively. The results showed that EFL students experienced and encountered several challenges in eliminating distractors for the IELTS reading test, among which were several most noticeable difficulties (e.g. time pressure, unfamiliar vocabulary and the lack of familiarity with the test reading topics) with the test as well as other factors. The results also revealed that the students in the study frequently employed direct strategies and indirect strategies especially cognitive and metacognitive predominant to address the challenges of the reading test in IELTS. Based on the findings, more opportunities to expose students to tests as well as an integration of instruction on test-taking strategies were suggested. This paper unravelled some of the pedagogical implications and ideas that surfaced through the analysis of the student’s responses. This study dealt with some limitations; however, these limitations can also open new ideas for more research. Keywords: EFL students, IELTS reading test, reading difficulties, distractors."