The Relationship among Learning Strategy, Autonomy and Language Proficiency of Chinese EFL Learners

الموضوعات :

Jianfeng Cheng ¹ , Gerard Sagaya Raj ² , Joanna Tan Tjin Ai ³

1 - Faculty of Arts and Social Science, Universiti Tunku Abdul Rahman, Kampar, Perak, Malaysia
2 - Faculty of Arts and Social Science, Universiti Tunku Abdul Rahman, Perak, Malaysia
3 - Faculty of Arts and Social Science, Universiti Tunku Abdul Rahman, Perak, Malaysia

تاريخ الإرسال : 30 الجمعة , جمادى الأولى, 1439 تاريخ التأكيد : 24 الأحد , شوال, 1439 تاريخ الإصدار : 23 السبت , ربيع الأول, 1440

الکلمات المفتاحية: China, EFL learner, language proficiency, learner autonomy, learning strategy,

ملخص المقالة :

This study attempted to investigate the relationship among learning strategy, autonomy and language proficiency of Chinese university EFL students. To achieve this objective, purposive sampling and cluster sampling methods were used to select 422 non-English major students as participants in three universities, Henan province, China. Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and Xu’s (2004) Learner Autonomy Questionnaire (LAQ) were adopted to investigate the participants’ strategy use and learner autonomy, respectively. The participants’ language proficiency was measured by their CET-4 scores. Results of the Pearson correlation analysis indicated that there existed interrelationships among the three variables: learning strategy and learner autonomy were significantly and positively correlated with each other, and both of them had significant positive relationships with language proficiency. Multiple Regressions Analysis results suggested that learner autonomy could best predict the variance in language proficiency. Pedagogical suggestions are offered to English language teachers in assisting their students with regards to the improvement of language proficiency.