Modeling relationships between the use of English as a Second Language learning strategies and the test performance of Asian students

The objectives of the present study were to model the relationships between language learning strategy use and language proficiency, to compare those relationships between Asian and Western cultural groups, and to examine how those relationships would change as learners proficiency improved. However, the two cultural groups could not be compared due to the limited availability of Western subjects. Analyses were done only with Asian learners.; Subjects were 598 Asian students studying English at English language institutes around U.S. and Canada. A questionnaire was used to gather information about their language learning strategy use. Their language proficiency was measured with the Institutional Testing Program Test of English as a Foreign Language (ITP TOEFL). According to scores on the ITP TOEFL, the subjects were grouped into low and high level groups.; Structural equation modeling was utilized to model the relationships between language learning strategies and language proficiency. Four language learning strategy factors were hypothesized: metacognitive, cognitive, social, and affective strategies. Language proficiency measured by the ITP TOEFL was hypothesized to have a two factor structure (listening and grammar/reading factors).; The metacognitive strategy factor was hypothesized to function as a coordinator of language learning and to have direct effects on the other three strategy factors. The cognitive strategy factor was hypothesized to handle linguistic information directly. Thus, it was hypothesized to have direct influence on the language proficiency factors. The social strategy factor was hypothesized to promote interaction with others. The affective strategy factor was hypothesized to control one's attitudes or emotions. Both of the social and affective strategy factors were hypothesized to have direct influence on the cognitive strategy factor and the two language proficiency factors.; The present study found only weak relationships between language learning strategies and language proficiency. Only 13% and 15% of variance of the listening and grammar/reading factor were explained by the language teaming strategies. The model for the relationships among the metacognitive, cognitive, and language proficiency factors appeared not to vary across the different proficient level groups. The social and affective strategies were found not to be included in the model for the high level group.