Exploring the role of language knowledge and background knowledge in reading comprehension of specific-purpose tests in higher education

Abstract Though the empirical findings of past studies in literature have offered strong support to significant role language knowledge and background reading comprehension, this issue has not been explored with regard specific purposes tests Iranian higher education context. Therefore, study aimed at exploring interaction effects between among university students majoring economics. For purpose, a total 90 including male ( n = 35) female 55) economics were selected through convenience sampling method. Having divided into three proficiency levels, they took high-stakes constructed by National Organization Educational Testing Iran for Economics candidates. Based on criteria, sentences passive, Flesch Readability Index, participles as attributes, texts ranked order easy difficult (text 1, text 2, 3). Afterward, 15 participants participated semi-structured interviews express their experiences tests. The results indicated that had marked performances across texts. However, more 3), neither general nor indicators. Additionally, revealed lacked required content perform well 3. In light findings, range implications is proposed pertinent stakeholders.