The Relationship among Learning Strategy, Autonomy and Language Proficiency of Chinese EFL Learners

Publish Year: 1397
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:

JR_JFL-6-23_002

تاریخ نمایه سازی: 7 شهریور 1400

Abstract:

This study attempted to investigate the relationship among learning strategy, autonomy and language proficiency of Chinese university EFL students. To achieve this objective, purposive sampling and cluster sampling methods were used to select ۴۲۲ non-English major students as participants in three universities, Henan province, China. Oxford’s (۱۹۹۰) Strategy Inventory for Language Learning (SILL) and Xu’s (۲۰۰۴) Learner Autonomy Questionnaire (LAQ) were adopted to investigate the participants’ strategy use and learner autonomy, respectively. The participants’ language proficiency was measured by their CET-۴ scores. Results of the Pearson correlation analysis indicated that there existed interrelationships among the three variables: learning strategy and learner autonomy were significantly and positively correlated with each other, and both of them had significant positive relationships with language proficiency. Multiple Regressions Analysis results suggested that learner autonomy could best predict the variance in language proficiency. Pedagogical suggestions are offered to English language teachers in assisting their students with regards to the improvement of language proficiency.

Authors

Jianfeng Cheng

Faculty of Arts and Social Science, Universiti Tunku Abdul Rahman, Kampar, Perak, Malaysia

Gerard Sagaya Raj

Faculty of Arts and Social Science, Universiti Tunku Abdul Rahman, Perak, Malaysia

Joanna Tan Tjin Ai

Faculty of Arts and Social Science, Universiti Tunku Abdul Rahman, Perak, Malaysia