Learner Strategy Use and Performance on Language Tests
investigates the relationships between learner strategy use and
performance on second language tests. To this effect, it examines
the construct validity of two questionnaires, designed within a
model of human information processing, that purport to measure
testakers' self-reported cognitive and metacognitive strategy use.
It then examines the construct validity of the FCE Anchor test,
developed by the University of Cambridge Local Examinations
Syndicate, to measure second language proficiency. It is a useful
resource for those interested in understanding the effects of
strategy use on performance, for those interested in training
students to use strategies in language classrooms and for those
interested in using structural equation modelling as an analytic
tool for examining the effects of socio-psychological background
variables on performance.