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Ghafournia, N. & Afghari, A. (2013). The interaction between reading comprehension cognitive test-taking strategies, test performance, and cognitive language learning strategies. Procedia—Social and Behavioral Sciences, 70, 80–84. doi: 10.1016/j.sbspro.2013.01.041. doi:doi.org/10.1016/j.sbspro.2013.01.041

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Jamil, A., Aziz, M.S.A., Razak, N.A. (2010). The utilisation of test-taking strategies among female students in a tertiary institution. GEMA Online Journal of Language Studies, 10(3), 105–125. http://ejournal.ukm.my/gema/article/view/81/75

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Lee, J.-Y. (2019b). Pedagogical effects of teaching test-taking strategies to EFL college students. Reading in a Foreign Language, 31(2), 226–248. https://search.proquest.com/docview/2329379782?accountid=16531

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Pourdana, N., Bornaki, F., Moayedi Fard, Z., & Yahya Sarkhosh, S. (2012). Test-taking strategies and performance on reading comprehension tests by Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 1(2), 138–152. doi:dx.doi.org/10.7575/ijalel.v.1n.2p.138

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Takallou, F., Vahdany, F., Araghi, S., & Nemat Tabrizi, A. (2015). The effect of test taking strategy instruction on Iranian high school students’ performance on English section of the University Entrance Examination and their attitude towards using these strategies. International Journal of Applied Linguistics and English Literature, 4(6), 119–129. https://doi.org/10.7575/aiac.ijalel.v.4n.6p.119

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Wu, A.D., Chen, M.Y. & Stone, J.E. (2018). Investigating how test-takers change their strategies to handle difficulty in taking a reading comprehension test: implications for score validation. International Journal of Testing, 18(3), 253–275. doi: doi.org/10.1080/15305058.2017.1396464

Wu, A. D. & Stone, J. E. (2016). Validation through understanding test-taking strategies: An illustration with the CELPIP-general reading pilot test using structural equation modeling. Journal of Psychoeducational Assessment, 34(4), 362–379. doi:doi.org/10.1177/0734282915608575

Xiao, W. (2014). The intensity and direction of CET Washback on Chinese college students' test-taking strategy use. Theory and Practice in Language Studies, 4(6), 1171-1177. doi:10.4304/tpls.4.6.1171-1177

Yang, H.-C. (2012). Modeling the relationships between test-taking strategies and test performance on a graph-writing task: Implications for EAP. English for Specific Purposes, 31(3), 174–187. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84862811736&

Zhang, W., Liu, M., Zhao, S., & Xie, Q. (2011). English test-taking strategy use and students’ test performance. The Asian EFL Journal, 13(2), 133–168. www.asian-efl-journal.com/PDF/Volume-13-Issue-2-Zhang.pdf