Analysis of Test Takers’ Metacognitive and Cognitive Strategy Use and EFL Reading Test Performance:A Multi-Sample SEM Approach

Abstract

This study investigates the relationships between test takers’ metacognitive and cognitive strategy use through a questionnaire and their test performance on an English as a Foreign Language reading test. A total of 593 Chinese college test takers responded to a 38-item metacognitive and cognitive strategy questionnaire and a 50-item reading test. The data were randomly split into two samples (N = 296 and N = 297). Based on relevant literature, three models (i.e., unitary, higher order, and correlated) of strategy use and test performance were hypothesized and tested to identify the baseline model. Further, cross-validation analyses were conducted. The results supported the invariance of factor loadings, measurement error variances, structural regression coefficients, and factor variances for the unitary model. It was found that college test takers’ strategy use affected their lexico-grammatical reading ability significantly. Findings from this study provide empirical and validating evidence for Bachman and Palmer's (2010) model of strategic competence.