Investigating cognitive and metacognitive strategy use during an English proficiency test
DOI:
https://doi.org/10.25170/ijelt.v4i2.1573Keywords:
strategy use, cognitive, metacognitive, test performanceAbstract
This paper reports on the results of a study of cognitive and metacognitive strategy use and its effect on the students’ test performance at the tertiary level in a Chinese EFL context. A 18-item survey involving 526 undergraduate non-English majors revealed that: (1) the students had a medium use of both cognitive and metacognitive strategies during the test; (2) cognitive and metacognitive strategy use was closely related to each other, but neither was a predictor for the other; and (3) though cognitive and metacognitive strategy use significantly correlated with the students’ performance in certain parts of the proficiency test, only the metacognitive strategy of evaluating one’s performance proved to be a positive predictor of the students’ performance in listening and reading comprehension and the overall written test. Based on the results, some implications and suggestions for future research are discussed.
References
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O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, Kupper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35 (1), 21-46.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/Harper & Row.
Purpura, J. E. (1997). An analysis of the relationships between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 47, 289-325.
Purpura, J. E. (1998). Investigating the effects of strategy use and second language test performance with high- and low-ability test takers: a structural equation modeling approach. Language Testing, 15 (3), 333-379.
Rubin, J. (1975). What the ‘good language learner’ can teach us. TESOL Quarterly, 9, 41-51.
Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
Vandergrift, L. (1996). Listening strategies of core French high school students. The Canadian Modern Language Review, 52 (2), 200-223.
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners. Foreign Language Annals, 30, 387-409.
Vandergrift, L. (2003). Orchestrating strategy use: toward a model of the skilled second language listener. Language Learning, 53 (3), 463-496.
Wang, D. (2007). How ESL learners with different proficiency levels handle unfamiliar vocabulary in reading. Indonesian Journal of English Language Teaching, 3 (1), 72-98.
Wen, Q. (1993). Advanced level English learning in China: the relationship of modifiable learner variables to learning outcomes. Unpublished Ph. D thesis, Hong Kong University.
Wen, Q. (1995). Differences in strategy use between successful and unsuccessful learners. Foreign Language Teaching and Research, 3, 61-66.
Wen, Q. (1996). Structure, characteristics and monitor of the English learning strategy use system. Foreign Language Research, 1, 56-60.
Wesche, M. (1987). Second language performance testing: the Ontario Test of ESL as an example. Language Testing, 4, 28-47.
Wong-Fillmore, L. (1976). The second time around: cognitive and social strategies in second language acquisition. Unpublished Ph. D dissertation. Stanford University.
Wong-Fillmore, L. (1979). Individual differences in second language acquisition. In C. J. Fillmore, W-S. Y. Wang and D. Kempler (Eds.), Individual differences in language ability and language behavior. New York: Academic Press.
Zhang, W., & Liu, M. (2007). Students’ perspectives on a school-based English proficiency test. The Journal of Asia TEFL, 4 (3), 27-50.
Bremner, S. (1999). Language learning strategies and language proficiency: investigating the relationship in Hong Kong. The Canadian Modern Language Review, 55 (4), 496-514.
Chamot, A. U., & El-Dinary, P. B. (1999). Children’s learning strategies in language immersion classrooms. The Modern Language Journal, 83, 319-338.
Chamot, A. U., & Küpper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.
Chamot, A. M., Küpper, L., & Impink-Hernandez, M. (1988). A study of learning strategies in foreign language instruction: Findings of the longitudinal study. McLean, VA: Interstate Research Associates.
Cohen, A. D. (1998). Strategies and processes in test taking and SLA. In L. F. Bachman & A. D. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp. 90-111). Cambridge: Cambridge University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46, 643-679.
Lan, R., & Oxford, R. L. (2003). Language learning strategy profiles of elementary school students in Taiwan. IRAL, 41, 339-379.
Naiman, N., Fröhlich, M., Stern, H. H., & Todesco, A. (1978). The good language learner. Research in Education Series, 7. Ontario Institute for Studies in Education.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in language acquisition. Cambridge: Cambridge University Press.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, Kupper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35 (1), 21-46.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/Harper & Row.
Purpura, J. E. (1997). An analysis of the relationships between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 47, 289-325.
Purpura, J. E. (1998). Investigating the effects of strategy use and second language test performance with high- and low-ability test takers: a structural equation modeling approach. Language Testing, 15 (3), 333-379.
Rubin, J. (1975). What the ‘good language learner’ can teach us. TESOL Quarterly, 9, 41-51.
Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
Vandergrift, L. (1996). Listening strategies of core French high school students. The Canadian Modern Language Review, 52 (2), 200-223.
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners. Foreign Language Annals, 30, 387-409.
Vandergrift, L. (2003). Orchestrating strategy use: toward a model of the skilled second language listener. Language Learning, 53 (3), 463-496.
Wang, D. (2007). How ESL learners with different proficiency levels handle unfamiliar vocabulary in reading. Indonesian Journal of English Language Teaching, 3 (1), 72-98.
Wen, Q. (1993). Advanced level English learning in China: the relationship of modifiable learner variables to learning outcomes. Unpublished Ph. D thesis, Hong Kong University.
Wen, Q. (1995). Differences in strategy use between successful and unsuccessful learners. Foreign Language Teaching and Research, 3, 61-66.
Wen, Q. (1996). Structure, characteristics and monitor of the English learning strategy use system. Foreign Language Research, 1, 56-60.
Wesche, M. (1987). Second language performance testing: the Ontario Test of ESL as an example. Language Testing, 4, 28-47.
Wong-Fillmore, L. (1976). The second time around: cognitive and social strategies in second language acquisition. Unpublished Ph. D dissertation. Stanford University.
Wong-Fillmore, L. (1979). Individual differences in second language acquisition. In C. J. Fillmore, W-S. Y. Wang and D. Kempler (Eds.), Individual differences in language ability and language behavior. New York: Academic Press.
Zhang, W., & Liu, M. (2007). Students’ perspectives on a school-based English proficiency test. The Journal of Asia TEFL, 4 (3), 27-50.
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2008-10-31
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