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Learner Strategy Use and Performance on Language Tests: A Structural Equation Modeling Approach
0 references·16 citing·51 second hopsampled
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  • 2006The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance228 cited
  • 2008Construct validation of Bachman and Palmer's (1996) strategic competence model over time in EFL reading tests119 cited
  • 2020The Place of the Bifactor Model in Confirmatory Factor Analysis Investigations Into Construct Dimensionality in Language Testing115 cited
  • 2008Video Listening Tests: What Are They Measuring?111 cited
  • 2006The effects of test anxiety on listening test performance108 cited
  • 2014Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2 reading ability84 cited
  • 2006Modeling cognitive and metacognitive strategies and their relationships to EFL reading test performance78 cited
  • 2013Does Test Preparation Work? Implications for Score Validity74 cited
  • 2014Analysis of Test Takers’ Metacognitive and Cognitive Strategy Use and EFL Reading Test Performance:A Multi-Sample SEM Approach70 cited
  • 2017Metacognitive and Cognitive Strategy Use in Reading Comprehension61 cited
  • 2023Influences of motivation and grit on students’ self-regulated learning and English learning achievement: A comparison between male and female students60 cited
  • 2011Voices From Test-Takers: Further Evidence for Language Assessment Validation and Use59 cited

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2004
Motivation within the information processing model of foreign language learning
58 cited
  • 2013EFL Learners' Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related?54 cited
  • 2016Does EFL Readers' Lexical and Grammatical Knowledge Predict Their Reading Ability? Insights From a Perceptron Artificial Neural Network Study54 cited
  • 2006Test‐taking Strategies of 12‐ and 13‐year‐old Hungarian Learners of EFL: Why Whales Have Migraines52 cited