Abstract:
A number of studies have accounted the integral role of foreign/second language learning and learner strategy use. However, a few of these studies have considered the relationships between strategic competence and its use and foreign language performance (FLP). This study applied structural equation modeling to deeply investigate the relationships between test takers’ strategy use and their performance on foreign language tests. For this purpose, 147 EFL learners from three well-known branches of a private language institute in Tehran, Iran were chosen. These participants also responded to an 80-item Cognitive and Metacognitive strategy questionnaire and took an 81-item Key English Test (KET). Consequently the hypothesized model of strategic competence vis-à-vis FL test appeared with following findings. First, metacognitive processing (MP) had no direct effect on FLP but a significant, direct influence on cognitive processing (CP), which supports the interaction notion of Bachman and Palmer’s (1996) communicative competence . Second, due to the Iranian EFL context in which Iranian students and teachers show more tendencies toward memorizing vocabulary and analyzing grammar, practicing naturalistically was insignificant and deleted while the translating variable was added, which was highly significant. Third, CP had no significant effect on listening ability which shows that listening ability is much more dependent on contextual factors rather than background knowledge and strategic competence.
Machine summary:
ir Abstract A number of studies have accounted the integral role of foreign/second language learning and learner strategy use.
This study applied structural equation modeling to deeply investigate the relationships between test takers‟ strategy use and their performance on foreign language tests.
strategic competence, cognitive processing, metacognitive processing, foreign language performance, structural equation modeling Investigating learners‟ strategy development has been among one of the heated discussions since the 1980s.
g. , Dulay, Burt, & Krashen, 1982; Ellis, 2008; McLaughlin, 1987; Skehan, 1989) or models of SLA proficiency (Bachman & palmer, 1996; Canale & Swain, 1980; Oller, 1979) appeared and accepted the leading role of cognitive processes in SL strategy use.
g. , Cohen & Aphek, 1981; Ganschow & Sparks, 2001; Pishghadam & Khajavi, 2013; Rubin, 1981; Victori, 1992; Wenden, 1987).
Moreover, few studies discovered that students‟ performance in foreign and second language learning would be increased provided that there will be instruction in strategy use.
In the base model designed by Purpura (1997), the foreign language performance of the intermediate level learners were measured by means of the FCE Anchor Test, developed by the UCLES including two latent variables: Reading ability and Grammar ability.
The hypothesized model is shown in Figure 1 The purpose of the current study is to investigate Iranian EFL learners‟ strategic competence comprising metacognitive and cognitive processing in relation to foreign language achievement.
Therefore, in order to explore more about the role of strategic competence comprised of cognitive and metacognitive processing in foreign language achievement, structural equation modeling (SEM) is used.