Factors influencing Chinese international students’ strategic language learning at ten universities in the U.S.: A mixed-method study

Journal Article (Journal Article)

This QUAL-QUAN mixed-method study employed a sociocultural interpretive framework to describe the Language Learning Strategies used by Chinese international students at ten universities in the U.S. During phase one, we used typological and interpretive analysis to identify nine factors that influenced 15 students’ strategy use at four universities. In phase two we employed regression analysis to study the influence of these factors and two others on 117 students’ strategy use at six U.S. universities. While participation and English proficiency level predicted direct strategies like memory, cognitive and compensatory strategies, participation was identified as the sole predictor of indirect strategies, like metacognitive, affective and social strategies. Findings have implications for college administrators, faculty and students.

Full Text

Duke Authors

Cited Authors

  • Fu, Y; Machado, C; Weng, Z

Published Date

  • January 1, 2018

Published In

Volume / Issue

  • 8 / 4

Start / End Page

  • 1891 - 1913

Electronic International Standard Serial Number (EISSN)

  • 2166-3750

International Standard Serial Number (ISSN)

  • 2162-3104

Digital Object Identifier (DOI)

  • 10.5281/zenodo.1471734

Citation Source

  • Scopus