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Language learning and teaching – theory and practice: Language testing

ciency on entry were established through matriculation examination scores; and their English achievement through their proficiency test scores on completion of the two-year intensive English programme. 16 learner variables were established, and a hypothetical causal model was constructed. Relationships within the model and between learner variables and achievement were examined through Partial Least Squares analysis, and it was found that six variables had direct effects. Three were traits that existed prior to students' admission, i.e. Sex, and Proficiency in first and second language. The other three were formed by clusters of strategies relating to Vocabulary learning, Tolerating ambiguity (Risktaking), the only negative direct effect, and Mothertongue avoidance. Management strategies had the strongest direct effect on English achievement. Finally, the direct effects of belief variables on strategy variables were examined and found to be strong and consistent. Selective qualitative data are used throughout to provide further insight into and illustrations of differences in strategy use between more and less successful learners.