Earticle

초록

영어

While the term English academic literacy has become a buzzword in the literature, the construct of academic literacy has rarely been investigated empirically, especially in an English-as-a-foreignlanguage context. The first aim of this study was therefore to validate an English academic literacy scale that reflects the prevalent multidimensional perspective of academic literacy in the literature. The second aim of the study was to identify latent profiles of English academic literacy endorsed by Chinese university students and the associations between these profiles and students’ English learning achievement. Data were collected from 739 English major students from two Chinese universities. Confirmatory factor analysis results corroborated the hypothesized five-dimensional structure of English academic literacy grounded in the various theoretical perspectives, including Linguistic Knowledge, Reading Skills, Writing Skills, Subject Content Knowledge, and Social Learning Practice. Subsequent latent profile analysis (LPA) revealed three distinct profiles: “Struggling Literacy Learners”, “Developing Literacy Learners” and “Proficient Literacy Learners” among the English major students in this study. Pairwise Wald tests results indicated significant associations between English academic literacy profiles and learning achievement. This study ends by providing theoretical and empirical implications for English academic literacy education in an EFL context.

중국어

尽管‘英语学术素养’（English academic literacy）一词已成为文献中的热门概念，但学术素养这 一建构却鲜有实证研究，尤其是在英语作为外语（EFL）的环境下。因此，本研究的首要目的在 于验证一个英语学术素养量表，以反映文献中主流的学术素养多维视角。本研究的第二个目的， 则是为了识别中国大学生所具有的英语学术素养潜在剖面（latent profiles），并探究这些剖面与 学生英语学习成绩之间的关联。研究数据收集自中国两所大学的739 名英语专业学生。验证性 因子分析结果证实了基于多种理论视角所假设的英语学术素养五维结构，包括：语言知识、阅 读技能、写作技能、学科内容知识以及社会学习实践。随后的潜在剖面分析（LPA）显示，本研 究中的英语专业学生群体存在三种截然不同的剖面：‘挣扎型素养学习者’（Struggling Literacy Learners）、‘发展型素养学习者’（Developing Literacy Learners）和‘熟练型素养学习者’（Proficient Literacy Learners）。两两瓦尔德检验（Pairwise Wald tests）结果表明，英语学术素养剖面与学习 成绩之间存在显著关联。本研究最后为外语环境下的英语学术素养教育提供了理论与实证层面 的启示。

목차

Abstract
Introduction
Theoretical Perspectives on English Academic Literacy
Method
Participants and Procedure
Measures
Data Analysis
Results
Descriptive Statistics
Structural Components of the EALS-EFL: Validity and Reliability
Identification and Description of English Academic Literacy Profiles for Chinese EFL Students
Relationships Between Academic Literacy Profiles and English Learning Achievement
Discussion
Conclusion
The Authors
References
Appendix A

키워드

저자

• Ke Yang [ Chang'an University ]
• Zhengdong Gan [ University of Macau, ]
• Constant Leung [ King's College London ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420