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Affective and Cognitive Factors and Foreign Language Achievement (Paperback)
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Affective and Cognitive Factors and Foreign Language Achievement (Paperback)
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This study explores the field of EFL (English as a foreign
language) classroom learning within three formal learning
institutions in Beijing. Via questionnaires and reflective
journals, this book examines various aspects of Chinese EFL
learners' anxiety, motivation, English-learning and test-taking
strategy use, and the interactive effect of these variables on
their achievements in English: manifestations, general patterns,
differences in terms of gender, proficiency level and learning
contexts, coping strategies and so on. Complicated statistical
analyses, coupled with content thematic analyses, reveal that (1)
around a third of the respondents experienced anxiety in English
class; (2) the respondents were (highly) motivated both
instrumentally and integratively to learn English, and were
generally more instrumentally than integratively motivated; (3) the
participants had a medium use of English learning and test-taking
strategies; (4) among the six categories of English-learning
strategies, compensation and memory strategies were the most and
least frequently used respectively; while mixed findings were
revealed about the use of the six categories of English test-taking
strategies; (5) significant differences existed in most of the
measured variables among the samples from different universities
and among those at different proficiency levels; (6) mixed findings
were found concerning gender differences in the measured variables;
(7) the measured variables generally significantly correlated with
one another and the students' performance in English; and (8) the
SEM results of the four samples were generally similar, however,
some striking differences existed due to certain reasons.
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