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Language Learning Strategies and English Proficiency of Chinese University Students
Author(s) -
Nisbet Deanna L.,
Tindall Evie R.,
Arroyo Alan A.
Publication year - 2005
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.2005.tb02457.x
Subject(s) - test of english as a foreign language , language learning strategies , multivariate analysis of variance , language proficiency , psychology , test (biology) , mathematics education , variation (astronomy) , learner autonomy , autonomy , language assessment , language education , metacognition , comprehension approach , cognition , computer science , paleontology , physics , neuroscience , machine learning , astrophysics , political science , law , biology
This study investigated the relationship between language learning strategy (LLS) preferences and English proficiency among Chinese university students. Oxford's (1990) Strategy Inventory for Language Learning (SILL) and an institutional version (ITP) of the Test of English as a Foreign Language (TOEFL) were administered to 168 third‐year English majors. Multiple regression analysis revealed that SILL strategies accounted for only 4% of the variation in ITP‐TOEFL score. Results of a multivariate analysis of variance (MANOVA) indicated no significant differences between males and females on eight measures of learning strategy preferences and proficiency. Findings suggest a need for further research examining other factors that may account for variation in proficiency among Chinese learners. The authors recommend a closer examination of the relationship between learning strategies and proficiency, and the possible interplay of learner autonomy, across diverse cultural settings.