本研究主要為探討台灣綜合高中應用外語學程學生在作答綜合測驗時之作答策略使用之分析。受測對象為139位桃園縣某綜合高中應用外語學程高三學生，依據其參加四技二專統一入學測驗模擬考試之專業科目(二) 之綜合測驗成績區分成高分組及低分組。所有受測對象填寫策略運用問卷。高低分組各任選5位受測者接受訪談。本研究分析高低分組受測者在作答策略之使用、作答策略上的差異並探討兩組受測者在作答時遭遇困難之異同。
研究者提出三個研究問題：(1) 綜合高中應用外語學程學生所採用之綜合測驗作答策略為何？(2) 高低分組學生在綜合測驗作答策略之運用是否相同? (3) 高低分組學生在作答綜合測驗時所遭遇之困難差異為何？經由分析比對問卷的資料並訪談過高低分組各五位同學後，研究者提出結論與建議。
本研究發現：(1)高低分組之受測者在依賴已學過的單字、片語、文法知識、句型結構、使用先備知識或學習經驗、選擇選項方式、延緩作答較不確定的題目並重複考慮自己的答案，以及利用翻譯來理解文章內容等認知策略，呈現顯著差異。(2)高低分組之受測者，在做完題目後可以明白文章主旨；明白自己使用之作答策略、如何使用、何時使用等後設認知策略方面，亦呈現顯著差異。 (3)測驗的困難度會影響受測者使用不同之作答策略。高分組之受測者會一再考慮或重複檢查自己的答案、刪去不合理的選項、尋找關鍵字及空格前後文之相關資訊、利用先備知識、翻譯文章內容或默念字句等策略，試圖去推論出正確答案；相對地，低分組受測者雖也知道那些策略卻無法判斷何時該用何種作答策略，即使讀完文章後也不清楚內容也不知道自己使用的作答策略，而回到文章重讀空格前後的字句，再任意猜答。(4)高低分組之受測者，都自覺單字量或文法知識不足以應付升學考試之綜合測驗。希望EFL老師可以給予大量閱讀並教導各種解題方法。
根據研究結果，本研究者建議擔任英文閱讀科之EFL教師應專注指導學生如何有效率地善用適當的綜合測驗的作答策略，以選出正確的選項，而非只是翻譯文章；並多加練習使用字根、字首、字尾及去背單字，以利於提高學生之單字量；以形式及意義並重的方式教導學生的文法知識。

This study majorly aims at investigating the use of test-taking strategies on multiple-choice cloze tests employed by comprehensive school English majors in Taiwan. The questions addressed in the study are: (1) What test-taking strategies do English majors in comprehensive school employ on taking multiple-choice rational
tests? (2) What's the major difference between participants from high- and low-proficiency groups in their use of test-taking strategies? (3) Is there any major difference between students with high and low language proficiency in their difficulties of test-taking strategy application? 139 3rd year English majors in comprehensive school were required to take three multiple-choice rational cloze tests with different levels. According to the results, they were divided into high- and low-proficiency groups. Subsequently, a survey was conducted. Ten participants received an interview voluntarily.
The major findings of this study are: (1) Participants from high-proficiency group and low-proficiency group employ different test-taking strategies on taking the multiple-choice cloze tests. (2) The use of test-taking strategies shows significant difference between high- and low-proficiency participants on employing both cognitive strategies and metacognitive strategies. (3) Participants adjust their test-taking strategies on taking different levels of multiple-choice cloze tests. (4) Participants think insufficient vocabulary and unfamiliarity with knowledge of grammar are the two main difficulties on their taking multiple-choice cloze tests.
The study indicates that EFL teachers should teach students (1) how to adequately integrate their test-taking strategies to their test-taking processes and test performance, rather than simply translate the reading text for their students; (2) how to enlarge their vocabulary effectively and efficiently by taking advantage of the word roots, prefix and suffix, and morphological knowledge; and (3) how to enrich their knowledge of grammar by focusing on rules and meanings.

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