Abstract
Abstract
 
 Test-taking strategies are conscious processes that respondents employ to enhance their performance on language tests. This article reports a study on test-taking strategies utilized by low and high proficiency female EFL respondents in completing multiple-choice vocabulary and structure tests. The study seeks to explore how test-taking strategies vary according to the participants’ proficiency level. Data were collected from 60 Persian EFL learners at a reputable institute on completing vocabulary and structure test items. The data were collected, categorized, and analyzed based on an adapted version of strategy questionnaire developed by Phakiti (2006). The results indicated that low-proficiency participants utilized mnemonic strategies more frequently than high-proficiency participants in completing both tests. In completing structure tests, high-proficiency participants employed mnemonic strategies more than cognitive and meta-cognitive strategies. In completing vocabulary test items, however, they drew almost equally on all three strategy types. The results also indicated that the low-proficiency participants did better in completing vocabulary test than high-proficiency participants did. Further, high proficiency participants performed better in structure tests than low proficiency participants did. The findings seem to indicate that foreign language learners rely more on mnemonic strategies than cognitive and meta-cognitive strategies due to their deficient competency in L2 knowledge. The results have implications for foreign language teachers and learners.
 Key words: Test-taking strategy, cognitive and meta-cognitive strategy, mnemonic strategy, Iranian EFL learners.
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