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Test-Taking Strategies and Task-based Assessment: The Case of Iranian EFL Learners
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The present study examined the effect of task-based assessment on the type and frequency of test-taking strategies that three proficiency groups of Iranian adult EFL learners used when completing the First Certificate in English FCE reading paper. A total of 70 EFL university undergraduates (53 females and 17 males) took part in the main phase of this study. They were divided into three proficiency groups: high, intermediate, and low. A set of Chi-square analyses was used to explore the typefatcat:qx6cm5lti5cvnp55zch5sy76u4