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ERIC Number: EJ1437338
Record Type: Journal
Publication Date: 2024-Oct
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0119-5646
EISSN: EISSN-2243-7908
Predictive and Mediating Effects of Learning Strategies and Styles on Chinese Undergraduate Students' English Achievement
Meihua Liu; Zhangwei Chen
Asia-Pacific Education Researcher, v33 n5 p1083-1091 2024
The present large-scale quantitative study investigated the predictive effects of learning strategies and styles on Chinese undergraduate students' English achievement and their mediating effects on each other's relation to English achievement. A total of 439 students from different universities answered the 30-item Perceptual Learning Style Preference Questionnaire and 50-item Strategy Inventory for Language Learning as well as a background questionnaire. Analyses of the data revealed the following major findings: (a) Learning strategies were significantly positively related to learning styles, (b) both learning strategies and styles were significantly positively related to and predicted students' English achievement, and (c) learning strategies significantly mediated the relation between learning styles and English achievement. These findings clearly highlight the importance of learning strategies and styles in second/foreign language learning. Based on these findings, some implications are discussed.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A