Test-taking strategy use by Chinese young EFL learners in an authentic international standardized English test

Feifei Han

doi:10.30827/portalin.vi39.24390

Autores/as

Feifei Han https://orcid.org/0000-0001-8464-0854

DOI:

https://doi.org/10.30827/portalin.vi39.24390

Palabras clave:

Chinese young EFL learners, test-taking strategy use, authentic international standardized English test, Cambridge Young Learners English Test, a mixed-methods approach

Resumen

El estudio actual examinó las estrategias de realización de pruebas de idioma utilizadas por los jóvenes estudiantes chinos de inglés como lengua extranjera en una prueba de inglés estandarizada internacional auténtica: Cambridge Young Learners English Test: Flyers Test. Adoptó un enfoque de métodos mixtos: la parte cuantitativa fue una encuesta administrada a 138 participantes, y la parte cualitativa consistió en sesiones de pensamiento en voz alta y entrevistas retrospectivas con seis participantes. Los resultados cuantitativos muestran que, en general, los niños adoptaron estrategias de realización de pruebas metacognitivas con más frecuencia que estrategias de realización de pruebas cognitivas, independientemente de las habilidades lingüísticas; y los de alto rendimiento utilizaron estrategias para tomar exámenes con más frecuencia que los de bajo rendimiento. Los efectos de interacción bidireccional entre los niveles de rendimiento de la prueba ☓ tipo de estrategia y entre las habilidades lingüísticas ☓ tipo de estrategia también fueron significativos. Los resultados cualitativos demuestran que los de alto rendimiento no solo utilizaron una gama más amplia de estrategias cognitivas que los de bajo rendimiento, sino que también utilizaron las mismas estrategias metacognitivas a un nivel más profundo y de una manera más sofisticada que los de bajo rendimiento.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.

Bachman, L. F. (2000). Modern language testing at the turn of the century: Assuring that what we count counts. Language Testing, 17(1), 1-42. https://doi.org/10.1177/026553220001700101

Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford University Press.

Bachman, L., & Cohen, A. (1998). Language testing – SLA interfaces: An update. In L. Bachman & A. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp. 1-31). Cambridge University Press.

Cohen, A. D. (2007). The coming of age of research on test-taking strategies. In J. Fox, M. Weshe, D. Bayliss, L. Cheng, C. Turner, & C. Doe (Eds.), Language testing reconsidered (pp. 89-111). Ottawa University Press.

Cohen, A. D. (2014). Strategies in learning and using a second language. Routledge.

Cohen, A. D., & Macaro, E. (Eds.). (2007). Language learner strategies: Thirty years of research and practice. Oxford University Press.

Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.

Dawadi, S. (2020). Parental involvement in national EFL test preparation. RELC Journal 51(3), 427-439. https://doi.org/10.1177/0033688219848770

Doe, C., & Fox, J. (2011). Exploring the testing process: Three test takers’ observed and reported strategy use over time and testing contexts. Canadian Modern Language Review, 67(1), 29-54. https://doi.org/doi:10.3138/cmlr.67.1.029

Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.

Gu, L., & So, Y. (2017). Strategies used by young English learners in an assessment context. In M. Kim & Y. Butler (Eds.), English language proficiency assessments for young learners (pp. 118-135). Routledge.

Han, F. (2018). Strategic processing of Chinese young English language learners in an international standardized English language test. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.01020

Jackson, D. O. (2020). Working memory and second language development: A complex, dynamic future? Studies in Second Language Learning and Teaching 10(1), 89-109. https://doi.org/10.14746/ssllt.2020.10.1.5

Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal, 90(3), 320-337. https://doi.org/10.1111/j.1540-4781.2006.00425.x

McNamara, T., Knoch, U, Fan, J., & Rossner, R. (2019). Fairness, justice & language assessment. Oxford University Press.

Nikolov, M. (2006). Test-taking strategies of 12-and 13-year-old Hungarian learners of EFL: why whales have migraines. Language Learning, 56(1), 1-51. https://doi.org/10.1111/j.0023-8333.2006.00341.x

Nikolov, M., & Timpe-Laughlin, V. (2021). Assessing young learners’ foreign language abilities. Language Teaching, 54(1), 1,37. https://doi.org/10.1017/S0261444820000294

O’Malley, J., & Chamot, U. (1990). Learning strategies in second language acquisition. Cambridge University Press.

Oxford, R. (2016). Teaching and researching language learning strategies. Longman.

Phakiti, A. (2003a). A closer look at gender and strategy use in L2 reading. Language Learning, 53(4), 649-702. https://doi.org/10.1046/j.1467-9922.2003.00239.x

Phakiti, A. (2003b). A closer look at the relationship between cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20, 20-56. https://doi.org/10.1191/0265532203lt243oa

Phakiti, A. (2006). Modeling cognitive and metacognitive strategies and their relationships to EFL reading test performance. Melbourne Papers in Language Testing, 1, 53-96.

Phakiti, A. (2008a). Construct validation of Bachman and Palmer’s (1996) strategic competence model over time in EFL reading tests. Language Testing, 25, 237-272. https://doi.org/10.1177/0265532207086783

Phakiti, A. (2008b). Strategic competence as a fourth-order factor model: A structural equation modeling approach. Language Assessment Quarterly, 5(1), 20-42. ttps://doi.org/10.1080/15434300701533596

Phakiti, A. (2016). Test-takers’ performance appraisals, appraisal calibration, and cognitive and metacognitive strategy use. Language Assessment Quarterly, 13(2), 75-108. https://doi.org/10.1080/15434300701533596

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. https://doi.org/10.1111/0023-8333.91997009

Purpura, J. E. (1998). Investigating the effects of strategy use and second language test performance with high- and low-achieving test-takers: A structural equation modeling approach. Language Testing, 15, 333-379.

Purpura, J. E. (1999). Learner strategy use and performance on language tests: A structural equation modeling approach. Cambridge University Press.

Purpura, J. E. (2016). Second and foreign language assessment. The Modern Language Journal, 100(S1), 190-208. https://doi.org/10.1111/modl.12308

Radwan, A. A. (2011). Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. Asian EFL Journal, 13(1), 115-163.

Song, X. (2005). Language learner strategy use and English proficiency on the Michigan English Language Assessment Battery. Spaan Fellow Working Papers in Second or Foreign Language Assessment, 3, 1-26.

Vandergrift, L. (2003). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26, 70-89. https://doi.org/10.1093/applin/amh039

Wang, Z. & Han, F. (2017). Metacognitive knowledge and metacognitive control of writing strategy between high- and low-performing Chinese EFL writers. Theory and Practice in Language Studies, 7(7), 523-532. http://doi.org/10.17507/tpls.0707.04