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The study investigated several factors (level of exposure to English language, metacognitive awareness, and
country) that affect the use of language learning strategies among Taiwanese students who live in Taiwan and
in the Philippines and who speak English. The language learning strategies were also studied as predictors of
oral proficiency (measured using the Test for Spoken English). The participants were 80 Taiwanese students
studying in the Philippines and 66 Taiwanese studying in Taiwan. It was found in the study that English
exposure and country of residence were significant predictors of language learning strategy. Students living
and studying in the Philippines with high English exposure had higher oral proficiency than the Taiwanese in
Taiwan sample. All language learning strategies when taken together significantly predicted oral proficiency
(R=.58, p<.05). Only memory (B=-2.03), compensation (B=1.31), metacognition (B=1.54), and affect (B=2.73) of the six strategies, significantly predicted oral proficiency.
Keywords: Language learning strategies, oral proficiency, metacognitive knowledge awareness, English
exposure
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Data Analysis
The responses on the TSE were scored by two raters
who are English teachers and who were trained using
the guidelines outlined in the Speak Score Users
Guide of the TSE. They were instructed to listen and
rate each participants speech sample based on the
guidelines provided by the Speak Score User Guide.
All responses on the TSE were scored independently
by the two raters. Raters individually assessed
each item response and assigned a score level
using descriptors of communicative effectiveness
delineated by the TSE rating scale. Evaluators were
provided with one rating sheet for each participants
speech sample. The coefficient of concordance of
the two raters on the TSE was determined using
Kendalls .
Three sets of multiple regression analyses
were conducted. The first set determined whether
exposure, country, and metacognitive knowledge
awareness significantly predicts second language
learning strategies. The second set investigated
the interaction of the predictors mentioned in the
first set to predict oral proficiency. The third set
investigated the factors of second language learning
strategies as predictors of oral proficiency. To
meet the assumptions of using multiple regression
in the analysis, the normality of the distribution
of scores were assessed using the Kolmogorov
Smirnov. The linearity was tested by comparing the
eta coefficients with the correlation coefficients. The
scores were transformed into logarithms and entered
as predictors in the analysis.
Results
Three sets of multiple regression analysis were
conducted: (a) One where each language learning
strategy is predicted by country, MKAI, and CELE;
(b) oral proficiency is predicted by country, MKAI,
495
Table 1
Country, MKAI, and CELE Predicting SILL Subscales
SILL Subscales
Memory
Country
MKAI
CELE
B
-.34*
.12
.39*
R
.41*
Cognitive
B
-.33*
.11
.58*
R
.55*
Compensation
Metacognitive
B
.005
.15
.32*
B
-.16
.04
.51*
R
.38*
R
.47*
Affective
B
-.39*
.03
.18*
R
.35*
Social
B
-.20*
-.001
.50*
R
.45*
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Table 2
Predicting Oral Proficiency
Country
MKAI
CELE
CELE x MKAI
CELE x country
MKAI x country
Unstandardized
B
SE
-91.19
78.45
24.93
145.57
-39.97
154.88
-2.42
36.97
43.10
13.06
-15.33
13.19
Standardized
Beta
-2.35
0.24
-0.35
-0.15
5.06*
-1.71
p value
-1.16
0.17
-0.26
-0.07
3.30
-1.16
.247
.864
.797
.948
.001
.247
p value
-2.79
-0.95
2.99
3.63
-5.85
1.77
0.00
0.345
0.003
0.000
0.000
0.078
Memory
Cognitive
compensation
metacognitive
Affective
Social
Unstandardized
B
SE
-1.08
0.39
-0.29
0.30
1.31
0.44
1.54
0.42
-2.73
0.47
0.77
0.43
Standardized
Beta
-0.27*
-0.11
0.24*
0.41*
-0.51*
0.16
MAGNO, C., ET AL
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Appendix A
Appendix B
3
--.43**
.31**
.36**
.15
.24**
.35**
--.56**
.64**
.14
.09
.45**
--.42**
-.31**
.03
.00
--.13
.11
.42**
---.02
.48**
--.21*
M
26.75
46.79
19.34
30.81
18.17
20.54
28.54
70.64
74.19
SD
4.87
7.16
3.58
5.16
3.59
4.12
19.34
11.28
12.30