Strategic processing of Chinese young English language learners in an international standardized English language test

Journal article


Han, Feifei. (2018). Strategic processing of Chinese young English language learners in an international standardized English language test. Frontiers in Psychology. 9, p. Article 1020. https://doi.org/10.3389/fpsyg.2018.01020
AuthorsHan, Feifei
Abstract

Strategic competence is acknowledged to be able to explain variations in language test performance. Research with adult language test-takers has shown that strategic competence has dual components: strategic knowledge and strategic processing. Of the two components, strategic processing, which is state-like, unstable, and tends to fluctuate from contexts to contexts, is more closely related to language test performance. To date, none of the existing studies investigates strategic processing with children English language learners (ELLs) and explores the relationship between strategic processing in all the four skills of language learning and the test performance. Addressing these gaps, the current study examined the nature of strategic processing in listening, reading and writing, and speaking of 138 Chinese young ELLs in an international standardized English language test – Cambridge Young Learners English Tests – Flyers test. The three questionnaires regarding strategic processing were administered to the participants immediately following the completion of the test. The confirmatory factor analyses verified that the strategic processing construct in the four skills comprised of a cognitive and a metacognitive dimensions, which resembles the strategic processing of the adult language test-takers. The participants adopted significantly more metacognitive than cognitive strategies consistently in the three sections of the test, possibly due to the status of the test. Both cognitive and metacognitive strategic processing were moderately related to the test performance, explaining from 7 to 31% of the variance in the total shields of the test. Across the four skills, high-performing test-takers used both cognitive and metacognitive strategies more frequently than the moderate- and low-performing test-takers, even though whether such differences were due to their richer strategic knowledge or processing skills was unknown. The study contributes to strategic processing in language testing literature and also provides practical implications for English trainers of the young ELLs in China.

Keywordsstrategic processing; Chinese young English language learners; international standardized test; Flyers test; cognitive and metacognitive strategies
Year2018
JournalFrontiers in Psychology
Journal citation9, p. Article 1020
PublisherFrontiers Media S.A.
ISSN1664-1078
Digital Object Identifier (DOI)https://doi.org/10.3389/fpsyg.2018.01020
PubMed ID29997542
Scopus EID2-s2.0-85049067251
PubMed Central IDPMC6030376
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-14
FunderCambridge English Funded Research Program
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online27 Jun 2018
Publication process dates
Accepted31 May 2018
Deposited02 Aug 2022
Permalink -

https://acuresearchbank.acu.edu.au/item/8y0x3/strategic-processing-of-chinese-young-english-language-learners-in-an-international-standardized-english-language-test

Download files


Publisher's version
OA_Han_2018_Strategic_processing_of_Chinese_young_English.pdf
License: CC BY 4.0
File access level: Open

  • 40
    total views
  • 15
    total downloads
  • 2
    views this month
  • 1
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement?
Han, Feifei, Ellis, Robert and Guan, Enjing. (2023). Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement? Journal of Computer Assisted Learning. 39(1), pp. 286-299. https://doi.org/10.1111/jcal.12747
The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome
Han, Feifei and Ellis, Robert A.. (2023). The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome. Journal of Computing in Higher Education. 35, pp. 111-125. https://doi.org/10.1007/s12528-022-09333-2
The relations between Czech undergraduates’ motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs : Consistency between theory-driven and data-driven approaches
Han, Feifei, Vaculíková, Jitka and Juklová, Kateřina. (2022). The relations between Czech undergraduates’ motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs : Consistency between theory-driven and data-driven approaches. Frontiers in Psychology. 13, p. 1001202. https://doi.org/10.3389/fpsyg.2022.1001202
Exploring social media technologies for novice EFL school teachers to collaborate and communicate : A case in the Czech Republic
Lu, Jinjin, Han, Feifei and Janík, Tomáš. (2022). Exploring social media technologies for novice EFL school teachers to collaborate and communicate : A case in the Czech Republic. Frontiers in Psychology. 13, p. Article 1010686. https://doi.org/10.3389/fpsyg.2022.1010686
Sustainable teaching strategies to teach Indigenous students : Their relations to students’ engaged learning and teachers’ self-concept
Han, Feifei. (2022). Sustainable teaching strategies to teach Indigenous students : Their relations to students’ engaged learning and teachers’ self-concept. Sustainability. 14(17), p. Article 10973. https://doi.org/10.3390/su141710973
The effects of teacher feedback and automated feedback on cognitive and psychological aspects in foreign language writing : A mixed-methods research
Wang, Zehua and Han, Feifei. (2022). The effects of teacher feedback and automated feedback on cognitive and psychological aspects in foreign language writing : A mixed-methods research. Frontiers in Psychology. 13, p. Article 909802. https://doi.org/10.3389/fpsyg.2022.909802
Challenges of using online technologies in the pandemic : Voices from English language and literacy primary school teachers in central China
Lu, Jinjin and Han, Feifei. (2022). Challenges of using online technologies in the pandemic : Voices from English language and literacy primary school teachers in central China. Education 3-13. 51(7), pp. 1091-1102. https://doi.org/10.1080/03004279.2022.2048678
Infant educators’ use of mental-state talk in Australia and China : A cross-cultural comparative study
Degotardi, Sheila, Han, Feifei and Hu, Jiangbo. (2022). Infant educators’ use of mental-state talk in Australia and China : A cross-cultural comparative study. International Journal of Early Years Education. 30(1), pp. 87-105. https://doi.org/10.1080/09669760.2021.1997727
Language expansion in Chinese parent–child mealtime conversations : Across different conversational types and initiators
Sheng, Ling, Dong, Wenming, Han, Feifei, Tong, Shiming and Hu, Jiangbo. (2022). Language expansion in Chinese parent–child mealtime conversations : Across different conversational types and initiators. International Journal of Early Years Education. 30(1), pp. 25-40. https://doi.org/10.1080/09669760.2021.1971949
Explaining medical students’ learning outcomes in blended course designs : Combining self-reported and observational learning experiences
Han, Feifei and Ellis, Robert A.. (2022). Explaining medical students’ learning outcomes in blended course designs : Combining self-reported and observational learning experiences. Advances in Physiology Education. 46(1), pp. 56-64. https://doi.org/10.1152/advan.00121.2021
The descriptive features and quantitative aspects of students’ observed online learning : How are they related to self-reported perceptions and learning outcomes?
Han, Feifei, Ellis, Robert A. and Pardo, Abelardo. (2022). The descriptive features and quantitative aspects of students’ observed online learning : How are they related to self-reported perceptions and learning outcomes? IEEE Transactions on Learning Technologies. 15(1), pp. 32-41. https://doi.org/10.1109/TLT.2022.3153001
Comparison of English teacher feedback and automated writing feedback on the quality of English language learners' essay revision
Han, Feifei and Wang, Zehua. (2021). Comparison of English teacher feedback and automated writing feedback on the quality of English language learners' essay revision. Open/Technology in Education, Society, and Scholarship Association Conference. 2020 Open/Technology in Education, Society, and Scholarship Association. pp. 1-5 https://doi.org/10.18357/otessac.2021.1.1.44
Washback of the reformed College English Test Band 4 (CET-4) in English learning and teaching in China, and possible solutions
Han, Feifei. (2021). Washback of the reformed College English Test Band 4 (CET-4) in English learning and teaching in China, and possible solutions. In In Lanteigne, Betty, Coombe, Christine and Brown, James Dean (Ed.). Challenges in language testing around the world : Insights for language test users pp. 35-46 Springer Nature Singapore. https://doi.org/10.1007/978-981-33-4232-3_4
Self-reported perceptions of online learning and observed online learning behaviors : To what extent are they consistent?
Han, Feifei. (2021). Self-reported perceptions of online learning and observed online learning behaviors : To what extent are they consistent? Open/Technology in Education, Society, and Scholarship Association Conference. 2020 Open/Technology in Education, Society, and Scholarship Association. pp. 1-6 https://doi.org/10.18357/otessac.2021.1.1.48
The relations between motivation, strategy use, frequency, and proficiency in foreign language reading : An investigation with university English language learners in China
Han, Feifei. (2021). The relations between motivation, strategy use, frequency, and proficiency in foreign language reading : An investigation with university English language learners in China. SAGE Open. 11(2), pp. 1-12. https://doi.org/10.1177/21582440211008423
Developing English language learners’ oral production with a digital game-based mobile application
Wang, Zehua and Han, Feifei. (2021). Developing English language learners’ oral production with a digital game-based mobile application. PLoS ONE. 16, p. Article e0232671. https://doi.org/10.1371/journal.pone.0232671
The relations between teaching strategies, students’ engagement in learning, and teachers’ self-concept
Han, Feifei. (2021). The relations between teaching strategies, students’ engagement in learning, and teachers’ self-concept. Sustainability. 13, p. Article 5020. https://doi.org/10.3390/su13095020
Creencias atribucionales y autoeficacia en la lectura en lengua extranjera
Han, Feifei. (2021). Creencias atribucionales y autoeficacia en la lectura en lengua extranjera. Revista de Educación. 394, pp. 409-433. https://doi.org/10.4438/1988-592X-RE-2021-394-513
Challenges in assessing the nature of effective group work in blended university courses
Ellis, Robert A., Bliuc, Ana-Maria and Han, Feifei. (2021). Challenges in assessing the nature of effective group work in blended university courses. Australasian Journal of Educational Technology. 31(1), pp. 1-14. https://doi.org/10.14742/ajet.5576
Configurations of collaborations based on learning orientations amongst medical students
Han, Feifei and Ellis, Robert A.. (2021). Configurations of collaborations based on learning orientations amongst medical students. Advances in Health Sciences Education. 26, pp. 581-598. https://doi.org/10.1007/s10459-020-09999-2
Predicting students’ academic performance by their online learning patterns in a blended course : To what extent is a theory-driven approach and a data-driven approach consistent?
Han, Feifei and Ellis, Robert A.. (2021). Predicting students’ academic performance by their online learning patterns in a blended course : To what extent is a theory-driven approach and a data-driven approach consistent? Educational Technology and Society. 24(1), pp. 191-204.
Assessing university student collaboration in newways
Ellis, Robert and Han, Feifei. (2021). Assessing university student collaboration in newways. Assessment and Evaluation in Higher Education. 46(4), pp. 509-524. https://doi.org/10.1080/02602938.2020.1788504
Infant educators’ reported conceptions of, and approaches to, infant language development : How do they relate to educator qualification level?
Han, Feifei and Degotardi, Sheila. (2021). Infant educators’ reported conceptions of, and approaches to, infant language development : How do they relate to educator qualification level? Early Childhood Education Journal. 49(2), pp. 259-271. https://doi.org/10.1007/s10643-020-01070-4
Assessing the quality of university student experiences in blended course designs : An ecological perspective
Han, Feifei and Ellis, Robert A.. (2021). Assessing the quality of university student experiences in blended course designs : An ecological perspective. Higher Education Research and Development. 40(5), pp. 964-980. https://doi.org/10.1080/07294360.2020.1800597
Patterns of student collaborative learning in blended course designs based on their learning orientations : A student approaches to learning perspective
Han, Feifei and Ellis, Robert A.. (2021). Patterns of student collaborative learning in blended course designs based on their learning orientations : A student approaches to learning perspective. International Journal of Educational Technology in Higher Education. 18(1), p. Article 66. https://doi.org/10.1186/s41239-021-00303-9
Self-regulated metacognitive and cognitive strategy use in L2 reading among high-, moderate-, and low-achieving readers
Han, Feifei. (2020). Self-regulated metacognitive and cognitive strategy use in L2 reading among high-, moderate-, and low-achieving readers. In In Balashov, Eduard (Ed.). Self-regulated learning, cognition and metacognition pp. 145-164 Nova Science Publishers.
Predictions of self-regulated cognitive and metacognitve learning strategy use and access to online learning activities to university students’ academic success in a blended context
Han, Feifei and Vaculikova, Jitka. (2020). Predictions of self-regulated cognitive and metacognitve learning strategy use and access to online learning activities to university students’ academic success in a blended context. In In Balashov, Eduard (Ed.). Self-regulated learning, cognition and metacognition pp. 197-217 Nova Science Publishers.
Redes de aprendizaje personalizadas en contextos universitarios de aprendizaje semipresencial
Han, Feifei and Ellis, Robert. (2020). Redes de aprendizaje personalizadas en contextos universitarios de aprendizaje semipresencial. Comunicar. 28(62), pp. 19-30. https://doi.org/10.3916/C62-2020-02
Combining self-reported and observational measures to assess university student academic performance in blended course designs
Han, Feifei and Ellis, Robert. (2020). Combining self-reported and observational measures to assess university student academic performance in blended course designs. Australasian Journal of Educational Technology. 36(6), pp. 1-14. https://doi.org/10.14742/AJET.6369
Students’ self-report and observed learning orientations in blended university course design : How are they related to each other and to academic performance?
Han, Feifei, Pardo, Abelardo and Ellis, Robert A.. (2020). Students’ self-report and observed learning orientations in blended university course design : How are they related to each other and to academic performance? Journal of Computer Assisted Learning. 36(6), pp. 969-980. https://doi.org/10.1111/jcal.12453
Quality of educator-infant conversational interactions among infants experiencing varying quantity of linguistic input
Degotardi, Sheila and Han, Feifei. (2020). Quality of educator-infant conversational interactions among infants experiencing varying quantity of linguistic input. European Early Childhood Education Research Journal. 28(5), pp. 743-757. https://doi.org/10.1080/1350293X.2020.1817245
Initial development and validation of the Perceptions of the Blended Learning Environment Questionnaire
Han, Feifei and Ellis, Robert A.. (2020). Initial development and validation of the Perceptions of the Blended Learning Environment Questionnaire. Journal of Psychoeducational Assessment. 38(2), pp. 168-181. https://doi.org/10.1177/0734282919834091
A critical review of research on linguistic and discourse analytic approach to second language writing assessment
Han, Feifei. (2019). A critical review of research on linguistic and discourse analytic approach to second language writing assessment. In In Welch, Terrell (Ed.). Foreign language teaching and learning : New research pp. 213-227 Nova Science Publishers.
The relations among motivation, the amount of out-of-class reading and achievement in foreign language reading
Han, Feifei. (2019). The relations among motivation, the amount of out-of-class reading and achievement in foreign language reading. Revista de lingüística teórica y aplicada. 57(1), pp. 33-50. https://doi.org/10.4067/S0718-48832019000100033
When does collaboration lead to deeper learning? Renewed definitions of collaboration for engineering student experiences of learning in blended contexts
Ellis, Robert A., Han, Feifei and Pardo, Abelardo. (2019). When does collaboration lead to deeper learning? Renewed definitions of collaboration for engineering student experiences of learning in blended contexts. IEEE Transactions on Learning Technologies. 12(1), pp. 123-132. https://doi.org/10.1109/TLT.2018.2836942
Using phenomenography to tackle key challenges in science education
Han, Feifei and Ellis, Robert A.. (2019). Using phenomenography to tackle key challenges in science education. Frontiers in Psychology. 10, p. Article 1414. https://doi.org/10.3389/fpsyg.2019.01414
Reasoning as a pedagogical strategy in infant-addressed talk in early childhood education centres : Relationships with educators’ qualifications and communicative function
Hu, Jiangbo, Degotardi, Sheila, Torr, Jane and Han, Feifei. (2019). Reasoning as a pedagogical strategy in infant-addressed talk in early childhood education centres : Relationships with educators’ qualifications and communicative function. Early Education and Development. 30(7), pp. 872-886. https://doi.org/10.1080/10409289.2019.1607449
Identifying consistent patterns of quality learning discussions in blended learning
Han, Feifei and Ellis, Robert A.. (2019). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education. 40, pp. 12-19. https://doi.org/10.1016/j.iheduc.2018.09.002
Longitudinal relations between school self-concept and academic achievement
Han, Feifei. (2019). Longitudinal relations between school self-concept and academic achievement. Revista de Psicodidáctica. 24(2), pp. 95-102. https://doi.org/10.1016/j.psicod.2019.03.001
Self-concept and achievement in math among Australian primary students : Gender and culture issues
Han, Feifei. (2019). Self-concept and achievement in math among Australian primary students : Gender and culture issues. Frontiers in Psychology. 10, p. Article 603. https://doi.org/10.3389/fpsyg.2019.00603
Educators’ use of commanding language to direct infants’ behaviour : Relationship to educators’ qualifications and implications for language learning opportunities
Hu, Jiangbo, Torr, Jane, Degotardi, Sheila and Han, Feifei. (2019). Educators’ use of commanding language to direct infants’ behaviour : Relationship to educators’ qualifications and implications for language learning opportunities. Early Years. 39(2), pp. 190-204. https://doi.org/10.1080/09575146.2017.1368008
Measuring engagement in the university student experience of learning in blended environments
Ellis, Robert A., Han, Feifei and Pardo, Abelardo. (2018). Measuring engagement in the university student experience of learning in blended environments. In In Ellis, Robert A. and Goodyear, Peter (Ed.). Spaces of teaching and learning : Integrating perspectives on research and practice pp. 129-152 Springer. https://doi.org/10.1007/978-981-10-7155-3_8
Reasons why some university students avoid the online learning environment in blended courses
Ellis, Robert A. and Han, Feifei. (2018). Reasons why some university students avoid the online learning environment in blended courses. Journal of Educational Multimedia and Hypermedia. 27(2), pp. 137-152.
Willingness to communicate : English language learners from China in Australian EAP programs
Han, Feifei and Wang, Zizhen. (2018). Willingness to communicate : English language learners from China in Australian EAP programs. In In Velliaris, Donna M. (Ed.). Study abroad contexts for enhanced foreign language learning pp. 96-119 IGI Global. https://doi.org/10.4018/978-1-5225-3814-1.ch005
Infants’ experience with ‘near and clear’ educator talk : Individual variation and its relationship to indicators of interaction quality
Degotardi, Sheila, Han, Feifei and Torr, Jane. (2018). Infants’ experience with ‘near and clear’ educator talk : Individual variation and its relationship to indicators of interaction quality. International Journal of Early Years Education. 26(3), pp. 278-294. https://doi.org/10.1080/09669760.2018.1479632
Infant educators’ use of pedagogical questioning : Relationships with the context of interaction and educators’ qualifications
Degotardi, Sheila, Torr, Jane and Han, Feifei. (2018). Infant educators’ use of pedagogical questioning : Relationships with the context of interaction and educators’ qualifications. Early Education and Development. 29(8), pp. 1004-1018. https://doi.org/10.1080/10409289.2018.1499000
Improving learning analytics – Combining observational and self-report data on student learning
Ellis, Robert A., Han, Feifei and Pardo, Abelardo. (2017). Improving learning analytics – Combining observational and self-report data on student learning. Educational Technology and Society. 20(3), pp. 158-169.
Applicability of the compensatory encoding model in foreign language reading : An investigation with Chinese college english language learners
Han, Feifei. (2017). Applicability of the compensatory encoding model in foreign language reading : An investigation with Chinese college english language learners. Frontiers in Psychology. 8, p. Article 681. https://doi.org/10.3389/fpsyg.2017.00681
New developments in lexical inferencing and incidental vocabulary acquisition in foreign language learning
Han, Feifei. (2016). New developments in lexical inferencing and incidental vocabulary acquisition in foreign language learning. In New Developments in Foreign Language Learning pp. 161-174 Nova Science Publishers.
Quality in blended learning environments – Significant differences in how students approach learning collaborations
Ellis, Robert A., Pardo, Abelardo and Han, Feifei. (2016). Quality in blended learning environments – Significant differences in how students approach learning collaborations. Computers and Education. 102, pp. 90-102. https://doi.org/10.1016/j.compedu.2016.07.006