Relationships Between Chinese EFL Learners’IELTS Band Score and Motivated Strategies for Learning  

作　　者：ZHANG Yue 

机构地区：[1]University of Shanghai for Science and Technology,Shanghai,China

出　　处：《Sino-US English Teaching》2023年第10期400-408,共9页中美英语教学（英文版）

摘　　要：EFL learners,who study English as a foreign language,often use different learning strategies in the learning process,with positive and negative results in their academic performance.Whether these learning strategies are effective or not are questions to be explored.So,the author examined the relationship between Chinese EFL learners’test results and the use of motivated strategies for learning in English learning.Participants are students who have taken a high-stake standardized English proficiency test:IELTS(International English Language Testing System)with band score obtained.The results show that students’performance on high-stakes assessment is significantly associated with the use of motivated learning strategies like internal value in sharp contrast to test anxiety,which bears no relevance.Interviews are then implemented to candidates with different levels of English proficiency to figure out other related factors contributing to the test results.

关 键 词：IELTS learning strategies test assessment EFL learners 

分 类 号：H31[语言文字—英语]