Description
This book examines the relationship between Chinese college-level test takers’ strategy use and reading test performance using a Structural Equation Modelling Approach. With a large sample of Chinese college-level test takers, the book investigates the underlying structure of the EFL reading test. It suggests implications for classroom teachers and testing researchers about the relationship between metacognitive and cognitive strategy use in testing contexts. Chapter One Introduction.- Chapter Two Development of the Framework of Language Use.- Chapter Three Reading Comprehension and Strategy Use.- Chapter Four Study Procedures and Data Collection.- Chapter Five Effect of Metacognitive and Cognitive Strategy Use on Reading Test Performance.- Chapter Six Gender Differences in Metacognitive and Cognitive Strategy Use and Reading Test Performance.- Chapter Seven Implications and Recommendations.
