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Investigating the Relationships between Chinese Test Takers’ Cognitive and Metacognitive Strategy Use and Reading Test Performance

Language assessment researchers have long perceived test-takers’, strategy use as an important factor in test validation and test performance (Bachman, 1990, Cohen, 2006). Bachman and Palmer (2010) argued that language knowledge is managed by a set of strategies which determine how language is realized in actual language use. Messick (1989) pointed out that test takers are consistently different in their use of strategies. This study, therefore, was designed to investigate the relationships between test takers’, cognitive and metacognitive strategy use and their ESL reading test performance.616 Chinese college test takers responded to a 38-item Reading Test Strategy Use Questionnaire (ReTSUQ) (Zhang, Goh, &, Kunnan, 2014) and a 50-item reading test. Three models of strategy use and reading test performance were hypothesized and tested. Results showed that test takers’, cognitive and metacognitive strategy use function in synergy enhancing their reading test performance. In addition, college test takers’, strategy use affected their lexico-grammatical reading ability (LEX-GR) significantly. Implications of the findings for pedagogical practice and test development are discussed.Key Words: Chinese test takers, cognitive and metacognitive strategy use, reading test performance, structural equation modeling

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