Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Exploring the effects of school context on Chinese students’ use of language learning strategies in English learning

Exploring the effects of school context on Chinese students’ use of language learning strategies... AbstractThe research reported here investigated the effects of contextual factors on Chinese students’ use of language learning strategies in English learning. The study differed from most of the previous studies on learning strategies in that the data were examined within Biggs (1993. What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63. 3–19.) 3P (Presage, Process and Product) model of learning. Using a Strategy Inventory for Language Learning (Oxford, R. L. 1990. Language learning strategies: What every teacher should know. New York: Newbury House Publishers.) and interview, the researchers discovered the disparities in the use of learning strategies in English learning between the students from urban schools and those from rural schools. The former made a more frequent use of the strategies leading to the improvement of communicative competence and active involvement in classroom activities, whereas the latter showed a strong preference for the strategies relevant to the analysis of grammatical rules and linguistic details. An in-depth analysis of the data revealed that the differences in strategy use between the two groups might stem from some social and economic factors and could be linked to three elements in Biggs’ 3P model: value and expectation, teacher competence and teaching facilities. The article concludes by discussing some implications for English as a foreign language (EFL) teaching in Chinese schools and other similar education settings worldwide. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Applied Linguistics Review de Gruyter

Exploring the effects of school context on Chinese students’ use of language learning strategies in English learning

Applied Linguistics Review , Volume 10 (2): 20 – May 26, 2019

Loading next page...
 
/lp/de-gruyter/exploring-the-effects-of-school-context-on-chinese-students-use-of-XJofjbObN4
Publisher
de Gruyter
Copyright
© 2019 Walter de Gruyter GmbH, Berlin/Boston
ISSN
1868-6303
eISSN
1868-6311
DOI
10.1515/applirev-2017-0022
Publisher site
See Article on Publisher Site

Abstract

AbstractThe research reported here investigated the effects of contextual factors on Chinese students’ use of language learning strategies in English learning. The study differed from most of the previous studies on learning strategies in that the data were examined within Biggs (1993. What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63. 3–19.) 3P (Presage, Process and Product) model of learning. Using a Strategy Inventory for Language Learning (Oxford, R. L. 1990. Language learning strategies: What every teacher should know. New York: Newbury House Publishers.) and interview, the researchers discovered the disparities in the use of learning strategies in English learning between the students from urban schools and those from rural schools. The former made a more frequent use of the strategies leading to the improvement of communicative competence and active involvement in classroom activities, whereas the latter showed a strong preference for the strategies relevant to the analysis of grammatical rules and linguistic details. An in-depth analysis of the data revealed that the differences in strategy use between the two groups might stem from some social and economic factors and could be linked to three elements in Biggs’ 3P model: value and expectation, teacher competence and teaching facilities. The article concludes by discussing some implications for English as a foreign language (EFL) teaching in Chinese schools and other similar education settings worldwide.

Journal

Applied Linguistics Reviewde Gruyter

Published: May 26, 2019

References