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dc.contributor.authorHan, Xiao
dc.contributor.authorLynch, Richard
dc.date.accessioned2017-09-23T03:18:35Z
dc.date.available2017-09-23T03:18:35Z
dc.date.issued2017
dc.identifier.citationScholar: Au Graduate School of Education Journal 9, 1 (June 2017), 262-271en_US
dc.identifier.issn1906-6406
dc.identifier.urihttp://repository.au.edu/handle/6623004553/19872
dc.description.abstractThis study aimed to examine the use of indirect language learning strategies and the relationship between those strategies and Chinese academic achievement of year 7 to year 10 students who are learning Chinese as a foreign language at Ascot International School in Bangkok, Thailand. The study followed a quantitative research methodology utilizing two research instruments: the questionnaire of indirect learning strategies for Chinese learning and the unit quizzes of the IGCSE (International General Certificate of Secondary Education) Chinese course. The study was carried out during the second term of academic year 2015-2016 with 91 respondents. The use of indirect learning strategies focused on the use of metacognitive, affective and social language strategies. The Chinese achievement focused on reading and writing achievement. The study resulted in the following main findings. Year 7 to year 10 students used at a high level both metacognitive and social strategies for their Chinese learning. They used affective strategies at a medium level. Also, the use of overall indirect learning strategies was medium. There was a positive significant relationship between the use of metacognitive strategies and Chinese achievement. There was no significant relationship between affective strategies and Chinese achievement. There was a positive significant relationship between the use of social strategies and Chinese achievement. There was a positive significant relationship found between the use of overall indirect learning strategies and Chinese achievement as well. Recommendations for Chinese teachers, students and future researchers are also provided in this study.en_US
dc.format.extent10 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.publisherAssumption University Pressen_US
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.en_US
dc.subjectIndirect language strategiesen_US
dc.subjectMetacognitive strategiesen_US
dc.subjectAffective strategiesen_US
dc.subjectSocial strategiesen_US
dc.subjectChinese achievementen_US
dc.subjectLearning Chinese as a foreign languageen_US
dc.subject.otherScholar: -- AU Graduate School of Education Journal
dc.subject.otherScholar: -- AU Graduate School of Education Journal -- 2017
dc.titleThe relationship between the use of indirect language learning strategies and Chinese language achievement in reading and writing among students in years 7 to 10 at Ascot International School in Bangkok, Thailanden_US
dc.typeTexten_US
dc.rights.holderAssumption Universityen_US
mods.genreJournal Articleen_US
au.link.externalLink[Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/2301/1800)


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