A sem-pls analytic study of language-learning strategy use: interpretations of students’ proficiency performance and strategy used among english-majored university students in Taiwan

Numerous of previous studies on language learning strategies are found to discuss the importance of adapting language strategies to help individuals improve their language learning. SILL inventory was developed by Oxford in 1990; since then it has been used to investigate the language learners’ strategies used at different study groups around the world. Many studies indicated that English majored students have better strategies applied into their language learning. English learning efficiency is consistent to be found to be enhanced by individual’s proper use of language learning strategies (Oxford, 1990), which are memory, cognitive, compensative, metacognitive, affective, and social strategies. The study aimed to explore how English strategies as good predictors help students achieve their language requirements of university graduations; and furthermore, a good learning experience and better test results lead to help students’ lower their anxiety levels and become better motivated language learners. The PLS Analysis is used to investigate possible predictors to English proficiency levels at a small group of the English-majored university students. The results of statistical analysis and the model are presented in the paper. Four factors (SILL, period of studying English, cognitive and social strategies) are found to be statistically significant predictors to students’ test scores.