Modeling Relationships Between the Use of English as a Second Language Learning Strategies and the Test Performance of Asian Students
The present study found only weak relationships between language learning strategies and language proficiency. Only 13% and 15% of variance of the listening and grammar/reading factor were explained by the language teaming strategies. The model for the relationships among the metacognitive, cognitive, and language proficiency factors appeared not to vary across the different proficient level groups. The social and affective strategies were found not to be included in the model for the high level group.
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign