Aek Phakiti

A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance

This article reports on an investigation into the relationship of test-takers’ use of cognitive and metacognitive strategies to the EFL (English as a foreign language) reading test performance. The study employed both quantitative and qualitative data analyses. The 384 students enrolled in a fundamental English course at a Thai university took an 85-item, multiple-choice reading comprehension achievement test, followed by a cognitive-metacognitive questionnaire on how they thought while completing the test. Eight of these students (4 highly successful and 4 unsuccessful)were selected for retrospective interviews. The results suggested that (1) the use of cognitive and metacognitive strategies had a positive relationship to the reading test performance; and (2) highly successful test-takers reported significantly higher metacognitive strategy use than the moderately successful ones who in turn reported higher use of these strategies than the unsuccessful test-takers. Discussion of the findings and implications for further research are articulated.

General Academic Difficulties and Reading and Writing Difficulties among Asian ESL Postgraduate Students in TESOL at an Australian University

This article reports on an empirical study that examines general academic difficulties, and academic reading and writing difficulties among Asian ESL (English as a Second Language) international postgraduate students who are completing a Master’s Degree in TESOL (Teaching English to Speakers of Other Languages) at an Australian university. The data were collected through the use of a Likert-scale questionnaire from 51 students and a follow-up, semi-structured interview technique with 11 participants who took part in the questionnaire survey. It was found that: (1) students reported different types of academic difficulties including reading and writing such as synthesizing information and academic writing; (2) there were strong associations among general academic difficulties, academic reading and writing difficulties; and (3) factors such as academic English proficiency, self-regulation, motivation, self-efficacy, former learning experience and academic adjustment had an impact on their academic difficulties. This article will articulate the implications for second language teacher education research and future research.

Strategic Competence as a Fourth-Order Factor Model: A Structural Equation Modeling Approach

This article reports on an empirical study that tests a fourth-order factor model of strategic competence through the use of structural equation modeling (SEM). The study examines the hierarchical relationship of strategic competence to (a) strategic knowledge of cognitive and metacognitive strategy use in general (i.e., trait) and (b) strategic regulation of cognitive and metacognitive strategy use in a specific second language reading test (i.e., state) over a period of 2 months. There were 561 Thai university students who answered a trait strategic knowledge questionnaire prior to the midterm and final reading achievement tests, and immediately after completing each test, they answered a state strategic regulation questionnaire. It was found that on both occasions, strategic competence directly influenced trait metacognitive strategy use (MSU), which in turn regulated trait cognitive strategy use (CSU) and state MSU. State MSU in turn directly influenced state CSU. This article argues that the nature of strategic competence is highly complex, multifaceted and subtle at times, and that although SEM is enmeshed in the inferences, variance-based modeling is not necessarily a window into the vault of any particular mind.

It’s not only English: Effects of other individual factors on English language learning and academic learning of ESL international students in Australia

Geographic mobility and favourable educational policies have resulted in a rapid expansion in international education in recent decades. International education not only provides significant economic benefits and intellectual progression at the national level but also equips individuals with a good understanding of the educational, linguistic, social and cultural diversities that characterize our world. For international students, being successful academically and socially requires more than just a high level of English language proficiency. Personal factors such as motivation, self-efficacy, personal values and self-regulation are also significant factors in student success. This article addresses the importance of such personal factors, using a structural equation modelling approach that allows us to examine the complex relationship between personal factors, students’ English language proficiency and academic achievement. The participants were 341 English as a second language (ESL) international students who were attending the final semester of their Foundation Studies programme which prepared them for undergraduate entry at an Australian university. It was found that motivation, self-regulation, self-efficacy and English language proficiency were significant learner factors explaining not only English language learning but also academic achievement. The study suggests the need for language classroom teaching and university support that incorporates such personal factors with academic language content as a way to maximize students’ learning outcomes.

Test Takers’ Performance Appraisals, Appraisal Calibration, and Cognitive and Metacognitive Strategy Use

ABSTRACT The current study explores the nature and relationships among test takers’ performance appraisals, appraisal calibration, and reported cognitive and metacognitive strategy use in a language test situation. Performance appraisals are executive processes of strategic competence for judging test performance (e.g., evaluating the correctness or appropriateness of responses to given test tasks). Appraisal calibration denotes a perfect match between appraisal confidence and actual test performance. 294 English as a foreign language (EFL) students took an English test, which was designed to measure four language areas (listening, grammar, vocabulary, and reading). The students reported their level of appraisal confidence immediately after answering each test question. At the end of the test, they were asked to report their overall appraisal confidence and perceived cognitive and metacognitive strategy use in the test. First, it was found that test takers were not well calibrated in all test sections. Second, test takers’ appraisal confidence could predict just above one third of the test performance variance. Third, test takers tended to be underconfident in easy questions but overconfident in difficult questions. Fourth, appraisal calibration was not strongly related to reported metacognitive strategy use. The implications of the study in light of strategic competence research and recommendations for further research are discussed.

Reconciling Beliefs about L2 Learning with SLA Theory and Research

This article aims to discuss ten beliefs that teachers hold about second language (L2) learning and to relate these to relevant theories and approaches in the field of second language acquisition (SLA). It is especially written for L2 teachers who would like to know more about theoretical approaches that seek to explain L2 learning. Preliminary responses to L2 learning beliefs from L2 teachers and some L2 English learner reflections are used to guide the discussion of these beliefs.