A structural equation modeling investigation of relationships among school-aged ELs' individual difference characteristics and academic and second language outcomes

Ardasheva, Yuliya

doi:10.1016/j.lindif.2016.02.010

Cited by 22 publications

(26 citation statements)

References 64 publications

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“…By addressing the above concerns, this study is also aimed to advance research on LLSs, echoing the consistent call for continued, but renewed, research in this field (e.g., Gao, 2007;Rose et al, 2018;Zhang et al, 2019). Rose et al (2018) have commented Ardasheva's (2016) and Teng and Zhang's (2016) studies, both using SEM, "as having the greatest implications for driving forward the field of strategic learning" (p. 157). Similar to Ardasheva's (2016) study, which explored the relationships between LLSs and reading and mathematics learning achievements, this study is concerned with the relationships between VLSs and vocabulary learning outcomes.…”

Section: Introductionmentioning

confidence: 96%

“…Rose et al (2018) have commented Ardasheva's (2016) and Teng and Zhang's (2016) studies, both using SEM, "as having the greatest implications for driving forward the field of strategic learning" (p. 157). Similar to Ardasheva's (2016) study, which explored the relationships between LLSs and reading and mathematics learning achievements, this study is concerned with the relationships between VLSs and vocabulary learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Strategy Use in Second Language Vocabulary Learning and Its Relationships With the Breadth and Depth of Vocabulary Knowledge: A Structural Equation Modeling Study

Fan

2020

Front. Psychol.

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This study investigated Chinese English-as-a-foreign-language (EFL) learners' use of vocabulary learning strategies (VLSs) and its relationship with vocabulary knowledge (VK), especially in relation to proficiency, gender, and discipline. Structural equation models were established following exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) procedures, and mediation analyses and multiple-group analyses, as well as analyses of variance, were conducted. Four hundred nineteen sophomores' strategy use frequency, Vocabulary Size Test (VST) scores (indicative of breadth of VK), Word Associates Test (WAT) scores (indicative of depth of VK), College English Test Band-4 scores, and gender and discipline categories were used as data. Proficiency significantly predicted Attention and Guessing positively but was a negative predictor of Socializing (asking others for help). Girls liked making notes while using dictionaries (DictNote) and Socializing, and students of arts also took more notes. Attention and Guessing significantly predicted VST and WAT positively, but Socializing significantly predicted the breadth and depth of VK negatively, and DictNote, Association, and Repetition had no significant relationship. The predictive power of Attention, Guessing, and Socializing, however, was achieved mainly, or for an important part, via the mediating or indirect effects of proficiency. Gender moderated the predictive power of Attention, Socializing, and DictNote over VST, greater for male students, whereas discipline moderated the relationship between Guessing and WAT, stronger for arts students. The findings are related to strategy features, gender characteristics, disciplinary influence, the EFL context and culture, and effective learning. This study reveals the complex relationships among use of VLSs, VK, and learner variables. Attention is called for to third-party factors in understanding VLSs-VK relationships. Given the important mediating effects of proficiency, it is proposed that vocabulary learning be strategically integrated into the accumulative process of English learning.

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Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Strategy Use in Second Language Vocabulary Learning and Its Relationships With the Breadth and Depth of Vocabulary Knowledge: A Structural Equation Modeling Study

Fan

2020

Front. Psychol.

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“…Higher use of spontaneous (non-instructed) LLS has been associated with higher proficiency both in second language (L2) and foreign language (FL) contexts (e.g., Ardasheva, 2016; Hu, Gu, Zhang, & Bai, 2009; Huang, Chern, & Lin, 2009; Nahavandi & Mukundan, 2014) and with higher performance on self-regulated learning measures (e.g., motivation: MacIntyre & Noels, 1996; self-efficacy: Magogwe & Oliver, 2007). In this study, we use the term L2 to refer to a language studied inside a country where it is commonly spoken as an official language such as P-16/adult English-as-a-Second-Language (ESL) classes in the United States or French/English immersion classes in Canada and we use the term FL to refer to a language studied inside a country where is not commonly spoken such as French classes in the Unites States or English classes in Japan.…”

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confidence: 99%

Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

Ardasheva

Wang²,

Adesope

et al. 2017

Review of Educational Research

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This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulated learning, respectively. A number of context (e.g., educational level, script differences), treatment (e.g., delivery agent), and methodology (e.g., pretest) characteristics were found to moderate SI effectiveness. Notably, the moderating effects varied by language versus self-regulated learning domains. The overall results identify SI as a viable instructional tool for second/foreign language classrooms, highlight more effective SI design features, and suggest a need for a greater emphasis on self-regulated learning in SI interventions and research.

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“…The findings of these studies have implied the transferability of reading skills across languages. For some researchers, L1 literacy skills (reading and writing skills) have been assumed as the predictors of EFL achievement (Ardasheva, 2016;Artieda & Munoz, 2013;Sparks, Patton, Ganschow & Humbach, 2012). In a study, Antieda (2017) examined the impact of L1 literacy and reading habits on EFL achievement of 52 beginners and 88 intermediate level adult learners of EFL.…”

Section: Literature Reviewmentioning

confidence: 99%

Transferring L1 reading attitudes to EFL reading habits

Uslu¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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The aim of the current study is to find out the possibility of transfer of affective domains of reading specifically reading habits and attitudes from L1 to EFL and the role of learners' proficiency level on these reading habits and attitudes. The study was designed as a descriptive research. The participants were 273 university-level students who enrolled in English classes in a state university in Turkey. 136 of them were at beginner level (A1) and 137 of them were at elementary (A2) level according to the proficiency level based on CEFR. Attitudes Towards Reading Habits Scale, English Reading Habits Scale and reading parts of English Comprehension Level Test were used to collect data. The results of the study have revealed that there is not any significant and meaningful relation between beginner (A1) level learners' L1 reading attitudes and EFL reading habits (r=.016 and p>.01). However, the relation between elementary (A2) level learners' L1 reading attitudes and EFL reading habits is positive and significant (r=.208 and p<.01). L1 reading attitudes can predict the 10% of the EFL reading habits in a positive and significant manner (R= .306, R²= .10, F = 2,233, p<.05). In terms of learners' reading proficiency level, the results of the study have showed that for elementary (A2) level learners, the relation between EFL reading habits and their reading proficiency is positive and significant (r=395 and p<.01). Their reading proficiency level can predict the 15% of the EFL reading habits in a positive and significant manner (R= .395, R²= .15, F = 24.921, p<.01).

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A structural equation modeling investigation of relationships among school-aged ELs' individual difference characteristics and academic and second language outcomes

Cited by 22 publications

References 64 publications

Strategy Use in Second Language Vocabulary Learning and Its Relationships With the Breadth and Depth of Vocabulary Knowledge: A Structural Equation Modeling Study

Strategy Use in Second Language Vocabulary Learning and Its Relationships With the Breadth and Depth of Vocabulary Knowledge: A Structural Equation Modeling Study

Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

Transferring L1 reading attitudes to EFL reading habits

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