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According to some studies, there can be a correlation between item preview, stem-option and stem, and test-takers' performance on a test. The present study was conducted to investigate the effect of test format on the strategy chosen by the testees in reading comprehension based on their level of proficiency. Three groups were selected based on the test-takers’ performance on the TOEFL test, namely elementary, intermediate and advanced. Stem-option and stem were the methods applied to administer the main test. After administration of the TOEFL test, the interaction between the variables, item preview, test taking strategy and proficiency level, were investigated. It was assumed that use of specific strategies depends on the proficiency level and the item preview chosen as a method to administer the test. Results suggest that use of metacognitive strategy can be manipulated based on the testees’ proficiency level and the item preview applied to administer a test, but there is not any interaction between item preview, proficiency level and application of cognitive strategies.

Item Preview, Proficiency Level and Cognitive and Metacognitive Strategy Use in Multiple-choice Reading Comprehension Items