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The construct validity of the Chines...

Chen, Chih-Ti.

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The construct validity of the Chinese Version Strategy Inventory for Language Learning (CVSILL) for Chinese students learning English as a Second Language.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The construct validity of the Chinese Version Strategy Inventory for Language Learning (CVSILL) for Chinese students learning English as a Second Language./
作者:	Chen, Chih-Ti.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	245 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3726.
Contained By:	Dissertation Abstracts International55-12A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9514077

The construct validity of the Chinese Version Strategy Inventory for Language Learning (CVSILL) for Chinese students learning English as a Second Language.
Chen, Chih-Ti.

The construct validity of the Chinese Version Strategy Inventory for Language Learning (CVSILL) for Chinese students learning English as a Second Language. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 245 p.

Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3726.

Thesis (Ph.D.)--The University of Oklahoma, 1994.

This study examined whether there was evidence for the construct validity of the Chinese Version Strategy Inventory for Language Learning (CVSILL) for Chinese students learning English as a second language appropriate, whether there were gender, age, and length of time studying English differences in the amount of language learning strategies used by students, and whether there was a relationship between the use of language learning strategies and English learning achievement. Also, this study reviewed the effective language learning strategies in the literature and the literature related to the factors that affect a learner's choice of strategies. The Strategy Inventory for Language Learning Version for Speakers of Other Language Learning English (ESL/EFL SILL) (Oxford, 1989) was translated into CVSILL. ESL represents English as a Second Language and EFL stands for English as a Foreign Language. The construct validity of CVSILL was the focus. Oxford's work related to learning strategies was used as a framework for the study. A sample of 578 public junior high school students in Taiwan was surveyed.Subjects--Topical Terms:

684418
Curriculum development.

The construct validity of the Chinese Version Strategy Inventory for Language Learning (CVSILL) for Chinese students learning English as a Second Language.
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100 1 $a Chen, Chih-Ti. $3 3283381
245 1 4 $a The construct validity of the Chinese Version Strategy Inventory for Language Learning (CVSILL) for Chinese students learning English as a Second Language.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1994
300 $a 245 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3726.
502 $a Thesis (Ph.D.)--The University of Oklahoma, 1994.
520 $a This study examined whether there was evidence for the construct validity of the Chinese Version Strategy Inventory for Language Learning (CVSILL) for Chinese students learning English as a second language appropriate, whether there were gender, age, and length of time studying English differences in the amount of language learning strategies used by students, and whether there was a relationship between the use of language learning strategies and English learning achievement. Also, this study reviewed the effective language learning strategies in the literature and the literature related to the factors that affect a learner's choice of strategies. The Strategy Inventory for Language Learning Version for Speakers of Other Language Learning English (ESL/EFL SILL) (Oxford, 1989) was translated into CVSILL. ESL represents English as a Second Language and EFL stands for English as a Foreign Language. The construct validity of CVSILL was the focus. Oxford's work related to learning strategies was used as a framework for the study. A sample of 578 public junior high school students in Taiwan was surveyed.
520 $a Language learning achievement was based on the English semester scores of all participants and the CVSILL was used to measure the strategy use of all participants. Factor analysis was used to study the construct validity of CVSILL. A t-test procedure was used to determine whether there was a significant gender difference in the amount of language learning strategies used by students. The effect sizes related to gender and English learning achievement are calculated. A one way ANOVA (Analysis of Variance) was used to examine age and length of time studying English differences in the amount of language learning strategies used by students. Correlation analysis was used to decide whether there was a relationship between the use of language learning strategies and English learning achievement.
520 $a The findings were: (a) the factor analysis indicated the construct validity of the CVSILL is low; (b) a t-test procedure found that female students performed better than male students on English learning achievement; (c) female students used more learning strategies than male students; however, the effect sizes for gender and English learning achievement were moderate; (d) there were no significant age differences in the amount of language learning strategies used by students; (e) there was one significant length of time studying difference in the amount of language learning strategies used by students; and (f) the correlation coefficient between the use of language learning strategies and English learning achievement was 0.54. The gender differences did not provide enough evidence to affect the English learning achievement. Since the CVSILL was found to have low construct validity, one inference that can be made is that the original ESL/EFL SILL instrument might also have low construct validity. However, the score on the CVSILL related to language use can predict about 29 percent of the variance in English learning achievement. (Abstract shortened by UMI.).
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