摘要：AbstractThis study examined the effect of task-based assessment on the type of test-taking strategies that three proficiency groups of Iranian adult EFL learners used when completing a task-based reading paper. A total of 70 EFL university undergraduates (53 females and 17 males) took part in the study. They were divided into three proficiency groups: high, intermediate and low. A set of Chi-square analyses was used to explore the type of test-taking strategies they used. The findings revealed that a pattern could be drawn of the type of strategies used by the three proficiency groups. Nonetheless, such a pattern shifted at times depending on the ability of the test takers and/or the tasks under study.
