Affective and Cognitive Factors and Foreign Language Achievement

This Study Explores The Field Of Efl (English As A Foreign Language) Classroom Learning Within Three Formal Learning Institutions In Beijing. Via Questionnaires And Reflective Journals This Book Examines Various Aspects Of Chinese Efl Learners' Anxiety Motivation English-Learning And Test-Taking Strategy Use And The Interactive Effect Of These Variables On Their Achievements In English: Manifestations General Patterns Differences In Terms Of Gender Proficiency Level And Learning Contexts Coping Strategies And So On. Complicated Statistical Analyses Coupled With Content Thematic Analyses Reveal That (1) Around A Third Of The Respondents Experienced Anxiety In English Class; (2) The Respondents Were (Highly) Motivated Both Instrumentally And Integratively To Learn English And Were Generally More Instrumentally Than Integratively Motivated; (3) The Participants Had A Medium Use Of English Learning And Test-Taking Strategies; (4) Among The Six Categories Of English-Learning Strategies Compensation And Memory Strategies Were The Most And Least Frequently Used Respectively; While Mixed Findings Were Revealed About The Use Of The Six Categories Of English Test-Taking Strategies; (5) Significant Differences Existed In Most Of The Measured Variables Among The Samples From Different Universities And Among Those At Different Proficiency Levels; (6) Mixed Findings Were Found Concerning Gender Differences In The Measured Variables; (7) The Measured Variables Generally Significantly Correlated With One Another And The Students' Performance In English; And (8) The Sem Results Of The Four Samples Were Generally Similar However Some Striking Differences Existed Due To Certain Reasons.