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A Quantitative Investigation into English Learners’ Language Learning Strategies in an English-Medium Mainland-Hong Kong Cooperative University in China

A Quantitative Investigation into English Learners’ Language  Learning Strategies in an English-Medium Mainland-Hong  Kong Cooperative University in China

Year:    2024

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

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

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.

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Journal Article Details

Publisher Name:    Global Science Press

Language:    English

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

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

Published online:    2024-01

AMS Subject Headings:    Global Science Press

Copyright:    COPYRIGHT: © Global Science Press

Pages:    20

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

Author Details

Peter Xiao Luo

Guozhi Cai

Xueshan Zhang

Andrew Ji Ma