STRATEGIES TO IMPROVE B2 EFL STUDENTS' MULTIPLE CHOICE TEST ACCURACY
Keywords:
B2 EFL learners, Multiple-Choice Questions, Test-taking strategies, Distractor elimination, AI-assisted pedagogy, Listening comprehension, CEFR and IELTS preparationAbstract
This study investigates the effectiveness of targeted pedagogical
interventions in enhancing Multiple-Choice Question accuracy among B2 English as
a Foreign Language students preparing for high-stakes examinations such as CEFR
and IELTS. A mixed-methods research design was employed, combining a quasi
experimental classroom study involving 12 participants divided into control and
experimental groups with a comprehensive diagnostic survey of 18 language learners.
The experimental group received strategic scaffolding consisting of thematic visual
anticipation, contextualized lexical activation, and AI-generated transcript decoding
via specialized fill-in-the-gaps tasks targeting paraphrased options. Empirical findings
reveal that this structured framework significantly mitigated core testing impediments,
particularly the challenge of navigating deceptive distractor choices. Survey data
corroborated the experimental success, indicating a substantial upward shift in post
intervention student performance and affective confidence levels. The results suggest
that explicit strategy instruction combined with systematic, AI-assisted pedagogical
task design effectively equips learners with the necessary micro-skills to navigate
complex multi-choice assessment frameworks.
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