Open AccessFactors Influencing Chinese International Students’ Strategic Language Learning at Ten Universities in the U.S.: A Mixed-Method Study
Author(s) -
Yao Fu,
Crystal Machado,
Zhenjie Weng
Publication year - 2018
Publication title -
journal of international students
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.47
H-Index - 15
eISSN - 2166-3750
pISSN - 2162-3104
DOI - 10.32674/jis.v8i4.237
Subject(s) - metacognition , psychology , sociocultural evolution , language learning strategies , language proficiency , cognition , mathematics education , multimethodology , pedagogy , sociology , neuroscience , anthropology
This QUAL-QUAN mixed-method study employed a sociocultural interpretive framework to describe the Language Learning Strategies used by Chinese international students at ten universities in the U.S. During phase one, we used typological and interpretive analysis to identify nine factors that influenced 15 students’ strategy use at four universities. In phase two we employed regression analysis to study the influence of these factors and two others on 117 students’ strategy use at six U.S. universities. While participation and English proficiency level predicted direct strategies like memory, cognitive and compensatory strategies, participation was identified as the sole predictor of indirect strategies, like metacognitive, affective and social strategies. Findings have implications for college administrators, faculty and students.