EFL reading test-takers' characteristics and performance at an English medium university

ABSTRACT: This study aimed to investigate the relationship between test-taker characteristics and performance on an EFL reading test at an English medium university. Many studies about test-taker characteristics have been conducted, and the purpose of the present study was to answer the following research questions: (1) What are EFL reading test-takers’ characteristics at an English medium university? (2) What is the EFL reading test-takers’ performance at an English medium university? (3) Is there any statistically significant relationship between EFL reading test-takers’ characteristics and performance at an English medium university? The study was empirical in nature, which employed quantitative research methods. The data were collected from 88 students from the Department of English Language Teaching and the Department of Computer and Instructional Technology Teacher Education at Eastern Mediterranean University in the Turkish Republic of Northern Cyprus. The data collection was done by the means of administering a student questionnaire and an English reading test. The major findings of the study were as follows: (1) the characteristics of the EFL reading test takers such as gender, age, years of studying English, nationality, CGPA, proficiency level in English, parents’ educational level, number of siblings, parents’ residence and income, parental importance given to education, parental encouragement given to learn English, reading strategies, and reading attitudes greatly vary; (2) the performance of the undergraduate students on the English reading test is average; (3) there is a statistically significant relationship between the test-takers’ characteristics and their performance on a reading test in case with the participants’ reading attitudes, number of years of studying English, nationality and their CGPA. However, no statistically significant relationships were observed between the participants’ gender, age, father’s or mother’s educational level and their EFL reading test performance. In addition, the relationships between reading performance of the students and the number of siblings they had, their parents’ residence and income, parental importance given to education, the amount of encouragement to learn English given by the participants’ parents, or the reading strategies the students used were found to be statistically not significant. In conclusion, the study provides some implications for teaching practice, as well as suggestions for prospective research. Keywords: Test-taker Characteristics, L2 Reading as an Academic Skill, Reading Test. …………………………………………………………………………………………………………………………