Language learning strategy use and language performance for Chinese learners of English

In my experience as a learner of English as a Foreign Language (EFL) and as a university EFL instructor for many years, I have observed that some learners are more successful than others in their language learning. One important variable that may account for the difference, according to Dreyer and Oxford (1996), is the use of language learning strategies. This study investigates learning strategies reported by Chinese EFL learners and the relationships between reported learning strategy use and language test performance in the Mainland Chinese EFL context. The study employed Purpura's questionnaire (1999) to elicit information about learning strategy use. The scores on a national standardized test, the College English Test Band 4 (CET-4), were used as a measure of language performance. A total of 121 students from a major university in Mainland China participated in this study.; The results of this study revealed that metacognitive strategy use was reportedly employed more frequently than cognitive strategy use with this group of learners. Chinese students adopted strategy use at the scale level in the following descending order: assessment, general study skills, generative strategies, and comprehending strategies. However, inferencing as a subscale of cognitive strategy use was reported to be employed most frequently. The five most and least frequently reported individual strategies were identified. The study also found that students who reported more frequent overall strategy use performed better on the CET-4. General study skills remained the only significant contributor to the prediction of the CET-4 and it accounted for 8.6% of the total variance of the CET-4. Inferencing and practicing naturalistically were the best predictors of the CET-4 scores. Educational implications as well as suggestions for further research are provided.