Research Article
An Empirical Research on English Learning Strategies of Li Nationality College Students
@INPROCEEDINGS{10.1007/978-3-030-35095-6_30, author={Dan Ren and Wei Wang and Yuan Yao}, title={An Empirical Research on English Learning Strategies of Li Nationality College Students}, proceedings={e-Learning, e-Education, and Online Training. 5th EAI International Conference, eLEOT 2019, Kunming, China, August 18--19, 2019, Proceedings}, proceedings_a={ELEOT}, year={2019}, month={11}, keywords={English learning strategy Li nationality college students Empirical research}, doi={10.1007/978-3-030-35095-6_30} }- Dan Ren
Wei Wang
Yuan Yao
Year: 2019
An Empirical Research on English Learning Strategies of Li Nationality College Students
ELEOT
Springer
DOI: 10.1007/978-3-030-35095-6_30
Abstract
English learning strategy is one of the decisive factors for learners’ English achievements. In order to know Li nationality college students’ present condition of using English learning strategies, a questionnaire survey has been conducted from three perspectives including metacognitive strategy, cognitive strategy, affective/social strategy. On the basis of an empirical research upon the results through SPSS, it has come to the conclusion: the level of affective/social strategy of Li nationality college students is a little bit higher than that of their cognitive strategy and metacognitive strategy; cognitive strategy has a significant positive influence on both affective/social strategy and metacognitive strategy, and affective/social strategy has a significant positive influence on metacognitive strategy. Meanwhile, affective/social strategy plays as a partial intermediation between cognitive strategy and metacognitive strategy.