Metacognitive and Cognitive Strategy Use in Reading Comprehension
A Structural Equation Modelling Approach
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Beschreibung
Investigates the relationships between strategy use and reading test performance using a large sample of Chinese college-level test takers
Demonstrates how the confirmatory factor analysis approach can be employed to investigate the underlying structure of EFL reading tests
Highlights the pedagogical implications for school instructors, especially in terms of teaching second/foreign language reading skills
Investigates the relationships between strategy use and reading test performance using a large sample of Chinese college-level test takers Demonstrates how the confirmatory factor analysis approach can be employed to investigate the underlying structure of EFL reading tests Highlights the pedagogical implications for school instructors, especially in terms of teaching second/foreign language reading skills Includes supplementary material: sn.pub/extras
Autor*in
Limei Zhang
Themen in »Metacognitive and Cognitive Strategy Use in Reading Comprehension«
Metacognitive strategies cognitive strategies EFL reading performance Chinese college students structural equation modelling gender differences in reading Reading test strategy use questionnaire English as foreign language language use framework confirmatory factor analysis