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Titre : Metacognitive and Cognitive Strategy Use in Reading Comprehension : A Structural Equation Modelling Approach Type de document : texte imprimé Auteurs : zhang limei, Auteur Editeur : Springerbriefs in Education Année de publication : 2018 Importance : 174 p. Format : 16X24 cm. ISBN/ISSN/EAN : 978-981-10-6324-4 Langues : Anglais (eng) Résumé : This book examines the relationship between Chinese college-level test takers' strategy use and reading test performance using a Structural Equation Modelling Approach. With a large sample of Chinese college-level test takers, the book investigates the underlying structure of the EFL reading test. It suggests implications for classroom teachers and testing researchers about the relationship between metacognitive and cognitive strategy use in testing contexts. En ligne : https://copertine.hoepli.it/hoepli/xxl/978/9811/9789811063244.jpg Metacognitive and Cognitive Strategy Use in Reading Comprehension : A Structural Equation Modelling Approach [texte imprimé] / zhang limei, Auteur . - Springerbriefs in Education, 2018 . - 174 p. ; 16X24 cm.
ISBN : 978-981-10-6324-4
Langues : Anglais (eng)
Résumé : This book examines the relationship between Chinese college-level test takers' strategy use and reading test performance using a Structural Equation Modelling Approach. With a large sample of Chinese college-level test takers, the book investigates the underlying structure of the EFL reading test. It suggests implications for classroom teachers and testing researchers about the relationship between metacognitive and cognitive strategy use in testing contexts. En ligne : https://copertine.hoepli.it/hoepli/xxl/978/9811/9789811063244.jpg Réservation
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