Foreign Language Annals · 2005 · 185 citations · 21 references
Language StudiesEnglish As A Second LanguageSecond Language StudiesLanguage EducationLanguage ProficiencySecond Language EducationEnglish Language LearningLanguage LearningLanguage Proficiency TestingLearner AutonomyLearner StrategiesSecond Language AcquisitionAssessing L2 ProficiencyForeign Language InstructionIndividual Learner DifferencesLearner Individual DifferencesLearner Language ProficiencyLearner PreferencesMultiple RegressionStudent Language Proficiency
The study examined how language learning strategy preferences relate to English proficiency in Chinese university students. The authors administered the SILL and an institutional TOEFL version to 168 third‑year English majors. Regression and MANOVA analyses revealed that learning strategies explain only 4 % of proficiency variance, show no gender differences, and highlight the need for further research into other factors and learner autonomy across cultures.
Abstract: This study investigated the relationship between language learning strategy (LLS) preferences and English proficiency among Chinese university students. Oxfordshire's (1990) Strategy Inventory for Language Learning (SILL) and an institutional version (ITP) of the Test of English as a Foreign Language (TOEFL) were administered to 168 third-year English majors. Multiple regression analysis revealed that SILL strategies accounted for only 4% of the variation in ITP-TOEFL score. Results of a multivariate analysis of variance (MANOVA) indicated no significant differences between males and females on eight measures of learning strategy preferences and proficiency. Findings suggest a need for further research examining other factors that may account for variation in proficiency among Chinese learners. The authors recommend a closer examination of the relationship between learning strategies and proficiency, and the possible interplay of learner autonomy, across diverse cultural settings.
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