Crystal Machado, Professional Studies in Education; Yao Fu, University of Wisconsin–Whitewater; and Zhenjie Wang, Ohio State University, coauthored a paper titled “Factors Influencing Chinese International Students’ Strategic Language Learning at Ten Universities in the U.S.: A Mixed-Method Study.” This paper, which describes the language learning strategies used by Chinese international students at 10 universities in the United States, was published by the Journal of International Students in fall 2018.
This QUAL-QUAN mixed-method study employed a sociocultural interpretive framework to describe the language learning strategies used by Chinese international students at 10 universities in the United States. During phase one, we used typological and interpretive analysis to identify nine factors that influenced 15 students’ strategy use at four universities. In phase two we employed regression analysis to study the influence of these factors and two others on 117 students’ strategy-use at six US universities. While participation and English proficiency level predicted direct strategies like memory, cognitive, and compensatory strategies, participation was identified as the sole predictor of indirect strategies, like metacognitive, affective, and social strategies. Findings have implications for college administrators, faculty, and students.