الفهرس 
Background of the ProblemOnly 14 pages are availabe for public view
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Abstract
This study examined the effectiveness of an instructional program of test-taking strategies to improve secondary students’ EFL achievement and reduce their test-taking anxiety level. The study adopted the quasi experimental design. The sample consisted of 160 1st year secondary stage male and female students. The participants were divided into two groups, one control group and the experimental group. The experimental group comprised one male class and one female class. Likewise, the control group comprised one male class and one female class. The four intact classes received pre-post administration of the study instruments. To fulfill the purpose of the research, the researcher adopted two instruments; a pre/post EFL achievement test (ELAT) to measure EFL achievement and a pre/post test anxiety scale (TAS) to measure test-taking anxiety level. In experimental group, the researcher used test-taking strategies (TTSs); however, in control group, no test-taking strategies were used. The results of the study indicated that the instructional program based on test-taking strategies was effective in improving secondary school students’ EFL achievement and reducing their test anxiety level. This can be assured by the following points: (a) the experimental group outperformed the control group in the post administration of the EFL achievement test and the test anxiety scale, (b) the experimental group students’ mean score in the post administration of the study instruments were much better than their mean score in the pre administration of the instruments. It is recommended that EFL teachers be aware of the importance of test-taking anxiety, which may negatively affect EFL students’ achievement test score, and be more alert toward developing their students’ skills before and during EFL test-taking.