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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Kang, Sungwoo

Contributors dc:contributor

• Davidson, Fred

• Education, Educational Psychology

Language dc:language

eng

Identifier

(MiAaPQ)AAI9944905

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80331