Language Learning Strategies and English Proficiency of Chinese University Students

By D. Nisbet, Evie Tindall, Alan A. Arroyo. 2005

210 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/78c3daa5275540f9cce348a646c3db9a4920eba1

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In Developmental and Educational Psychology

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In Literature and Literary Theory

Citations in the corpus

Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English (2011, background): “Oxford (2001 p. 1, as cited in Nisbet et al., 2005) emphasizes the importance of such autonomy by stating that learning strategies “are aimed at self-management in language learning and self-reliance in language use.””
Language Learning Strategy Use of Saudi EFL Students in an Intensive English Learning Context (2012, result): “The findings of the high-frequency use of cognitive and metacognitive strategy were consistent with previous studies such as Nisbet (2002) and Han and Lin (2000).”
Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender (2017, result): “Such a finding is consistent with those from other strategy studies (Han & Lin, 2000; Nisbet, 2002; Yu, 2003; Al-Otaibi, 2004).”
Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach (2008, methodology): “…58:2, June 2008, pp. 357–400 using the notion of frequent strategy use as an approach to measuring strategic competence has also been proposed in a recent study by Nisbet, Tindall, and Arroyo (2005), who observed that [T]he SILL measures self-reported behavior on the part of the language learner.”
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, background): “In a study with 168 Chinese university English learners, Nisbet, Tindall, and Arroyo (2005) found that metacognitive strategies most strongly contributed to performance in the Test of English as a Foreign Language (TOEFL).”