Test-taking strategies for a high-stakes writing test: An exploratory study of 12 Chinese EFL learners

This paper reports on a qualitative research study into the test-taking strategies employed in completing two picture prompt writing tasks—Situational Writing and Interpretational Writing in the Beijing Matriculation English Test. Think-aloud and retrospective interview protocols were collected from twelve Chinese students representing two key and two ordinary senior high schools in both urban and suburban areas of Beijing. The researcher also conducted in-depth interviews with the students’ English teachers to explore issues raised by their students. The research findings suggest that driven by the high stakes involved in the test, students have developed a full set of test-taking strategies through coaching and exhibited skillful manipulation of these strategies. Moreover, with its original intention badly distorted, Interpretational Writing has become a “risky” task. Students are unwilling to freely express their own ideas. Instead they try to guess test developers’ intent. Therefore, Interpretational Writing might fail to achieve one of its goals: measuring creative thinking. The researcher also points out that more efforts should go into identifying the sources of certain test-taking strategies and clearing any possible misunderstandings between test developers and teachers.

► This study investigated test-taking strategies in a high-stakes writing test. ► Situational Writing and Interpretational Writing are both picture prompt tasks. ► The results indicate students skillfully used a full set of test-taking strategies. ► However, test intention of Interpretational Writing has been badly distorted. ► It might fail to achieve one of its goals: measuring creative thinking.