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.