Metacognitive and Cognitive Strategy Use in Reading Comprehension [electronic resource] : A Structural Equation Modelling Approach / by Limei Zhang.

By: Contributor(s): Material type: TextTextPublisher: Singapore : Springer Singapore : Imprint: Springer, 2018Description: XIV, 166 p. 14 illus. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9789811063251
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 407.1 23
LOC classification:
  • LC8-6691
Online resources:
Contents:
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.
Summary: 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.
Tags from this library: No tags from this library for this title. Log in to add tags.
Star ratings
    Average rating: 0.0 (0 votes)

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.

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.

There are no comments on this title.

to post a comment.
© МУБИС-ийн номын сан | СБД, VIII хороо, Бага тойруу-14, Улаанбаатар хот, Мэйл хаяг: library@msue.edu.mn
Нүүр хуудас | Журам | Номын сангийн сайт | Фэйсбүүк хуудас Утас: 976-77775115-1077