Peter Xiao Luo, Guozhi Cai, Xueshan Zhang, Andrew Ji Ma

DOI:    https://doi.org/10.4208/itl.20240109

Innovative Teaching and Learning, Vol. 6 (2024), Iss. 1 : pp. 101–120

Published online:    2024-01

Abstract

As English-medium cooperative universities emerge in China, students’ English learning strategies, which have long been documented as an important factor in their academic success, have gained increasing attention in second language acquisition. This study investigated students’ English learning strategies in an English-medium cooperative university in China. Drawing on data collected using Oxford (1989)’s language learning strategy survey from Year-1 (N = 339) and Year-2 students (N = 207), an exploratory factor analysis was conducted. It suggested three main English learning strategies, including cognitive, metacognitive, and compensatory/evaluative/affective strategies. A 2 (study years) × 3 (strategies) ANOVA revealed a significant main effect of study years and that of strategies as well as a significant interaction effect. A structural equation model (SEM) indicated that students’ use of language learning strategies served as a significant mediator between their English learning history and their self-rated English proficiency. The pedagogical implications of these findings are discussed.

Keywords 

English learning strategies English-medium cooperative universities English as a foreign or second language.

View Original Text: Click Here