Overview
- 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
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Table of contents (7 chapters)
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Front Matter
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Back Matter
Keywords
About this book
This book examines the relationship between Chinese college-level test takers' strategy use and reading test performance using a Structural Equation Modelling Approach. With a large sample of Chinese college-level test takers, the book investigates the underlying structure of the EFL reading test. It suggests implications for classroom teachers and testing researchers about the relationship between metacognitive and cognitive strategy use in testing contexts.
Authors and Affiliations
About the author
Bibliographic Information
Book Title: Metacognitive and Cognitive Strategy Use in Reading Comprehension
Book Subtitle: A Structural Equation Modelling Approach
Authors: Limei Zhang
DOI: https://doi.org/10.1007/978-981-10-6325-1
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2018
Hardcover ISBN: 978-981-10-6324-4Published: 20 October 2017
Softcover ISBN: 978-981-13-4855-6Published: 25 January 2019
eBook ISBN: 978-981-10-6325-1Published: 09 October 2017
Edition Number: 1
Number of Pages: XIV, 166
Number of Illustrations: 14 b/w illustrations
Topics: Language Education, Assessment, Testing and Evaluation, Higher Education