Writing strategies used on the Test for English Majors band-4 (TEM4) by Chinese EFL learners

목차 (Table of Contents)

• TABLE OF CONTENTS
• TABLE OF CONTENTS i
• LIST OF FIGURES vii
• LIST OF TABLES viii
• LIST OF ACRONYMS x
• ABSTRACT xi
• ACKNOWLEDGEMENT xiii
• CHAPTER ONE: INTRODUCTION 1
• 1.1 Problem Background 1
• 1.1.1 Importance of Language Learner Strategies 1
• 1.1.2 Difficulties in Writing for EFL Learners 2
• 1.1.3 Lack of Studies on Writing Strategies in Tests 4
• 1.2 Purpose of the Study 5
• 1.3 Research Questions 5
• 1.4 Conceptual Framework 6
• 1.5 Delimitations 7
• 1.5.1 Context of This Study 7
• 1.5.2 Importance of English and English Majors in China 8
• 1.5.3 Challenges in English Writing 10
• 1.6 Definition of Terms 11
• 1.7 Significance of the Study 14
• 1.8 Organization of Chapters 16
• CHAPTER TWO: LITERATURE REVIEW 17
• 2.0 Literature Retrieval Strategy 17
• 2.1 Research on SLA 21
• 2.1.1 History and Results of Research Into SLA 22
• 2.1.2 Relationship Between SLA and LLS 24
• 2.2 Research on LLS 26
• 2.2.1 History and Results of Research into LLS of the West 29
• 2.2.2 Research History and Achievements of LLS in China 33
• 2.2.3 Study on LLS in Recent Decades 35
• 2.3 Classification of Language Learner Strategies 36
• 2.3.1 Wenden (1983) 37
• 2.3.2 Wenden and Rubin (1987) 38
• 2.3.3 Rubin (1987) 38
• 2.3.4 O’Malley and Chamot (1990) 40
• 2.3.5 Oxford (1990) 41
• 2.3.6 Cohen (1998) 43
• 2.3.7 Wen Qiufang (1996) 46
• 2.4 Research Into Good Language Learners 47
• 2.5 Teaching Strategies at the Syntactic, Morphological, and Discourse Levels 50
• 2.6 Writing Strategies and the Research Findings 55
• 2.6.1 Collaborative Writing Strategies 55
• 2.6.2 Cognitive and Metacognitive Techniques 57
• 2.6.3 Teachers’ Motivational Strategies 58
• 2.6.4 Learners’ Ideas About Language Acquisition and the Techniques 60
• 2.6.5 Learners’ Creativity and Emotional Intelligence 60
• 2.6.6 Vocabulary Learning Methods (VLS) 61
• 2.6.7 Learner Autonomy 62
• 2.7 Importance of High-Stakes Testing 65
• 2.8 Impact of High-Stakes Testing on SBI 68
• 2.9 Language Testing: Theoretical Evolution, Technological Innovation, and Social Impact 70
• 2.10 Research on Strategies Used in the Test of Writing 73
• 2.10.1 Formative and Summative Feedback in Educational Assessment 74
• 2.10.2 Metacognitive Strategies in Improving Writing Skills 77
• 2.10.3 Creative Pedagogies 78
• 2.11 Gaps in the Literature 80
• 2.12 Conclusion 81
• CHAPTER THREE: METHODOLOGY 83
• 3.1 Research Questions 83
• 3.2 Research Design 84
• 3.3 Research Philosophy 86
• 3.4 Instrumentation 87
• 3.5 Quantitative Questionnaire 90
• 3.6 Pre-Piloting the Questionnaire 93
• 3.7 Pilot Study 94
• 3.7.1 Pilot Study of the Questionnaire 94
• 3.7.2 Participants and Data Collection 95
• 3.7.3 Demographic Statistics 96
• 3.7.4 Analysis and Reflections on Piloting the Questionnaire 98
• 3.7.5 Validity and Reliability of the Questionnaire 99
• 3.8 Main Study 102
• 3.8.1 Population of Quantitative Data 102
• 3.8.2 Sample of Quantitative Data 103
• 3.8.3 Data Analysis 106
• 3.8.4 Ethical Considerations 107
• 3.8.5 Length and Organization of Questionnaire 109
• 3.8.6 Hypotheses 110
• 3.9 Summary 111
• CHAPTER FOUR: RESULTS 113
• 4.1 Descriptive Data Analysis 113
• 4.1.1 Demographic Distribution 114
• 4.1.2 Distribution by Scores in TEM4 (Students with Low and High Scores) 116
• 4.2 Reliability Analysis 116
• 4.3 Validity Analysis 118
• 4.4 Analysis of Writing Strategies Students Used in TEM4 119
• 4.4.1 Analysis of General Writing Strategies 119
• 4.4.2 Analysis of Before-Writing Strategies 121
• 4.4.3 Analysis of During-Writing Strategies 122
• 4.4.4 Analysis of After-Writing Strategies 124
• 4.4.5 Analysis of General Learning Strategies 126
• 4.5 Results of T-Test Analysis of Variance 127
• 4.6 Results of Linear Regression Analysis 130
• 4.7 Hypothesis Testing 134
• 4.8 Summary 137
• CHAPTER FIVE: DISCUSSION 138
• 5.1 Summary of Findings 138
• 5.2 Implications for Pedagogy: Teachers and Learners 143
• 5.3 Practical Value Over Statistical Significance 146
• 5.4 Conclusion 148
• CHAPTER SIX: CONTRIBUTIONS, LIMITATIONS, RECOMMENDATIONS, AND CONCLUSIONS 149
• 6.1 Contributions of This Study 149
• 6.2 Limitations of the Study 151
• 6.3 Recommendations for Future Research 154
• 6.4 Conclusions of the Study 156