An essential hypothesis of modern language assessment theory pertains to the interaction between strategy use ability (strategic competence) and second language knowledge. However, how they interact with each other is rarely explored. Drawing on relevant research in the literature, in this paper we proposed three interaction patterns (i.e., linear, quadratic, and cuboid) in which language knowledge moderates the effect of strategy use ability on L2 reading performance. A pool of 1491 nursing students were invited to respond to three instruments, each measuring language knowledge, strategy use ability, and nursing English (L2) reading ability, respectively. Student responses were first scored using multidimensional item response theory (MIRT). Next, we applied multi-layered moderation analysis (MLMA) to these MIRT-based scores to detect the hypothetical interaction patterns. The results supported the cuboid interaction pattern or, metaphorically, the pattern of an island ridge curve (IRC). Substantially, this indicated that the effect of strategy use ability on nursing English reading performance fluctuated in a down-up-down pattern with the increase of students’ language knowledge. Our study also revealed different patterns of strategy use depending on students’ language knowledge level.

中文翻译：

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策略运用能力对护生英语阅读能力波动影响的映射：多层次调节分析法

现代语言评估理论的一个基本假设涉及策略使用能力（策略能力）和第二语言知识之间的相互作用。然而，很少探索它们如何相互作用。借鉴文献中的相关研究，本文提出了三种交互模式（即线性、二次和长方体），其中语言知识调节策略使用能力对二语阅读性能的影响。邀请了 1491 名护理专业学生回答三种工具，分别测量语言知识、策略使用能力和护理英语（L2）阅读能力。首先使用多维项目反应理论（MIRT）对学生的反应进行评分。下一个，我们将多层调节分析 (MLMA) 应用于这些基于 MIRT 的分数，以检测假设的交互模式。结果支持长方体相互作用模式，或比喻为岛脊曲线 (IRC) 模式。这实质上表明策略运用能力对护理英语阅读成绩的影响随着学生语言知识的增加呈上下波动。我们的研究还揭示了不同的策略使用模式，取决于学生的语言知识水平。这表明策略运用能力对护理英语阅读成绩的影响随着学生语言知识的增加呈上下波动。我们的研究还揭示了不同的策略使用模式，取决于学生的语言知识水平。这表明策略运用能力对护理英语阅读成绩的影响随着学生语言知识的增加呈上下波动。我们的研究还揭示了不同的策略使用模式，取决于学生的语言知识水平。