Mapping the Fluctuating Effect of Strategy Use Ability on English Reading Performance for Nursing Students: A Multi-Layered Moderation Analysis Approach

Autor/inn/en	Cai, Yuyang; Kunnan, Antony John
Titel	Mapping the Fluctuating Effect of Strategy Use Ability on English Reading Performance for Nursing Students: A Multi-Layered Moderation Analysis Approach
Quelle	In: Language Testing, 37 (2020) 2, S.280-304 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cai, Yuyang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532219893384
Schlagwörter	English (Second Language); Second Language Learning; Nursing Education; Reading Tests; Reading Comprehension; Language Tests; Item Response Theory; Scores; Language Proficiency; Foreign Countries; Metacognition; Learning Strategies; Measures (Individuals); Reliability; Comparative Analysis; English for Special Purposes; Reading Ability; Correlation; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Pflegepädagogik; Lesetest; Leseverstehen; Language test; Sprachtest; Item-Response-Theorie; Language skill; Language skills; Sprachkompetenz; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Reliabilität; Reading competence; Lesekompetenz; Korrelation
Abstract	An essential hypothesis of modern language assessment theory pertains to the interaction between strategy use ability (strategic competence) and second language knowledge. However, how they interact with each other is rarely explored. Drawing on relevant research in the literature, in this paper we proposed three interaction patterns (i.e., linear, quadratic, and cuboid) in which language knowledge moderates the effect of strategy use ability on L2 reading performance. A pool of 1491 nursing students were invited to respond to three instruments, each measuring language knowledge, strategy use ability, and nursing English (L2) reading ability, respectively. Student responses were first scored using multidimensional item response theory (MIRT). Next, we applied multi-layered moderation analysis (MLMA) to these MIRT-based scores to detect the hypothetical interaction patterns. The results supported the cuboid interaction pattern or, metaphorically, the pattern of an island ridge curve (IRC). Substantially, this indicated that the effect of strategy use ability on nursing English reading performance fluctuated in a down-up-down pattern with the increase of students' language knowledge. Our study also revealed different patterns of strategy use depending on students' language knowledge level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01