A Regression Analysis Approach to Measuring the Influence of Student Characteristics on Language Learning Strategies

Autor/inn/en	Almusharraf, Norah; Bailey, Daniel R.
Titel	A Regression Analysis Approach to Measuring the Influence of Student Characteristics on Language Learning Strategies
Quelle	In: International Journal of Instruction, 14 (2021) 4, S.463-482 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Student Characteristics; Self Efficacy; Learning Strategies; Case Studies; Metacognition; Prediction; Correlation; Memory; Persistence; Second Language Learning; Second Language Instruction; Learning Motivation; Measures (Individuals); Undergraduate Students; Foreign Countries; English (Second Language); Language Tests; Saudi Arabia; Strategy Inventory for Language Learning; International English Language Testing System; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Case study; Fallstudie; Case Study; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorhersage; Korrelation; Gedächtnis; Ausdauer; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Messdaten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Saudi-Arabien; Language tests; Englisch
Abstract	Mapping multivariate influence of learner characteristics on behavior highlights models in learning. To this end, we explored the relationships between strategies and learning characteristics and used regression analysis to understand how learner characteristics predict learning strategy choices. A cross-sectional research design with 175 students revealed high levels of strategy use, with statistically significant correlations within and between Strategy Inventory for Language Learning (SILL; Oxford, 1990) and Student Characteristics of Learning (SCL; Artelt, Baumert, Julius-McElvany, & Peschar, 2003) scales. Regression analyses revealed differences in the types of learner characteristics predicting strategy use, most notably between direct and indirect strategy categories. Instrumental motivation was predictive for both direct and indirect SILL subcomponents, while self-efficacy influenced memory, cognitive and compensation strategies, and persistence predicted reported levels of metacognitive and affective strategy choice. Moreover, a negative path coefficient existed from persistence to compensation strategies and from competition to memory strategies, indicating mediation and overall rich complexity in how learner characteristics influence behavior. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01