Relationships between Chinese College Test Takers' Strategy Use and EFL Reading Test Performance: A Structural Equation Modeling Approach

Autor/inn/en	Zhang, Limei; Zhang, Lawrence Jun
Titel	Relationships between Chinese College Test Takers' Strategy Use and EFL Reading Test Performance: A Structural Equation Modeling Approach
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 44 (2013) 1, S.35-57 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688212463272
Schlagwörter	Reading Tests; Reading Comprehension; Structural Equation Models; Ability; English (Second Language); Second Language Learning; Asians; College Students; Correlation; Questionnaires; Grammar; Learning Strategies; Metacognition; Role; Teaching Methods; Classification; Foreign Countries; China + Suchen Sie Ihr Suchwort? Lesetest; Leseverstehen; Fähigkeit; Fertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Korrelation; Fragebogen; Grammatik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Ausland
Abstract	This article investigates the relationships between test takers' strategy use and test performance on an EFL reading test. For this study 209 Chinese college students were invited to participate in a reading comprehension test and answer a 30-item strategy use questionnaire. Results showed that two factors underlay test takers' reading test performance: lexico-grammatical reading ability (LEX-GR) and text comprehension reading ability (TxtCOM). In addition, metacognitive strategy use had a significant and direct effect on cognitive strategy use, implying that the former performed an executive function over the latter. Monitoring strategies were found to have a significant effect on LEX-GR and evaluating strategies significantly affected TxtCOM, suggesting that metacognitive strategy use played an important role on the reading test. Pedagogical implications are also discussed. (Contains 6 tables, 6 figures, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10