Résumé:
The purpose of the current study is to shed light on the most commonly used exam-taking strategies of ungraduated learners at the department of English at Mohammed Saddik Ben Yahia University, especially those used in TEFL content module written exams. Additionally, this research work attempts to figure out whether the strategies of more able and less able learners are significantly different. To achieve the study’s aims, a five-point Likert questionnaire was administered to 50 students alongside with a semi-structured interview with 6 students. The investigation’s findings disclosed that more able learners make a great use, with more frequency, of cognitive, metacognitive, compensation, and social strategies; while less able learners have been found that they attach great importance to use frequently, memory and affective strategies. Consequently, the study ends up with conclusive, but not absolute, inferences. It reveals that, as far as, the lack of exam-taking strategies induces writing deficiencies, it could be successfully remedied by intensive training of those strategies. Therefore, the study firmly recommends syllabus designers and educators to frame rigorous programs that make learners immersed in the practice of these strategies and not just being cognate of them.
