Relationship between Learning Styles, Learning Strategies and Academic Performance of Chinese Students Who Learn Spanish as a Foreign Language

Autor/inn/en	Feng, Yao; Iriarte, Fernando; Valencia, Jorge
Titel	Relationship between Learning Styles, Learning Strategies and Academic Performance of Chinese Students Who Learn Spanish as a Foreign Language
Quelle	In: Asia-Pacific Education Researcher, 29 (2020) 5, S.431-440 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Feng, Yao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-019-00496-8
Schlagwörter	Correlation; Cognitive Style; Undergraduate Students; Second Language Learning; Second Language Instruction; Linguistics; Learning Strategies; Measures (Individuals); Spanish; Academic Achievement; Metacognition; Student Attitudes; Foreign Countries; Asians; China; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Korrelation; Cognitive styles; Kognitiver Stil; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Spanisch; Schulleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	The present study aimed to examine the inherent relationships between learning styles, learning strategies, and academic performance of Chinese students who study Spanish as a foreign language. For this purpose, an adaptation of the Honey-Alonso Learning Styles Questionnaire (CHAEA) and an adaptation of the Strategy Inventory for Language Learning (SILL) questionnaire were used to identify learning styles and strategies, respectively. To measure academic performance, students' qualifications of the National Examination for Undergraduate Students of Hispanic Philology were used. Our results indicated that the majority of Chinese students who study a foreign language had a combination of the studied styles. Moreover, most of them used all strategies with a medium or high frequency. Significant correlations were found between the learning styles and strategies, and it was confirmed that active style and metacognition strategies are influencing factors in the academic achievement of Chinese foreign language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01