Language Learning Strategies Used by Students at Different Proficiency Levels

Ya-Ling Wu
December 2008
Asian EFL Journal;Dec2008, Vol. 10 Issue 4, p75
Academic Journal
This study is designed to determine: (1) whether a statistically significant difference exists in the extent of language learning strategy use between higher proficiency and lower proficiency EFL students; (2) the strength of the effect of language learning strategy use on English proficiency. The study finds that higher proficiency EFL students use learning strategies more often than lower proficiency EFL students, especially cognitive, metacognigive and social strategies. On the other hand, there is no difference in the use of memory strategies between higher and lower proficiency EFL students. Regarding the relationship between language learning strategy and English proficiency, it was found that cognitive strategies had the strongest influence. Findings indicate that compensation strategies are most often used by EFL students.


Related Articles

  • Influence of English Proficiency on Postgraduate Students' Use of Language Learning Strategies. Ouyang Ou-Chun // Sino-US English Teaching;Dec2011, Vol. 8 Issue 12, p766 

    This study investigated the use of language learning strategies by a group of postgraduate students in a Chinese university. The emphasis was on the influence of L2 (second language) proficiency on learners' strategy use, aiming to look at how proficiency affects the use of LLS (language...

  • An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. Rahimi, Mohammad; Riazi, Abdolmehdi; Saif, Shahrzad // Canadian Journal of Applied Linguistics;Spring2008, Vol. 11 Issue 2, p31 

    As part of a larger study (Rahimi, 2004), this study investigates the use of language learning strategies by post-secondary level Persian EFL learners. Particular attention is paid to the variables affecting learners' choice of strategies, and the relationship, if any, between these variables...

  • Language Learning Strategies and Language Self-Efficacy: Investigating the Relationship in Malaysia. Siew-Lian Wong, Mary // RELC Journal;Dec2005, Vol. 36 Issue 3, p245 

    This study explored graduate pre-service teachers' language learning strategies and language self-efficacy and the relationship between these two constructs. Seventy-four graduate English-as-a-second-language (ESL) pre-service teachers (13 males, 61 females) from a teachers' college in Kuching,...

  • EFL Learners' Beliefs about and Strategy Use of Translation in English Learning. Posen Liao // RELC Journal;Aug2006, Vol. 37 Issue 2, p191 

    Although the use of translation in learning a foreign language is much maligned by language teachers, translation is widely used in learners' foreign language learning process. It appears that learners often use translation as a learning strategy to comprehend, remember, and produce a foreign...

  • The Effect of Strategy-Based Instruction on Strategy Use by Upper-Secondary Greek Students of EFL. Sarafianou, Anna; Gavriilidou, Zoe // Electronic Journal of Foreign Language Teaching;2015, Vol. 12 Issue 1, p21 

    This study investigates the effects of a two-month intervention programme based on the application of explicit and integrated strategy instruction with a sample of 192 Greek EFL learners attending the second year of upper secondary school. Students were divided into an experimental group, which...

  • Language Learning Strategy Preferences of Iranian EFL Students. Nikoopour, Jahanbakhsh; Farsani, Mohammad Amini; Neishabouri, Jahangir Kashefi // International Proceedings of Economics Development & Research;2011, Vol. 5 Issue 2, pV2-356 

    The current study was carried out with the intention of investigating the most preferred strategy used by EFL students in Iran. The instrument utilized in this study was Strategy Inventory for Language Learning (SILL) to assess the learners' strategy use frequency in language learning. The...

  • Think-Aloud Protocol -- Elicitation of Strategy Use and Solution to Learning Problem. Beena Philip. M // Language in India;Feb2010, Vol. 10 Issue 2, p273 

    In a fast moving world of teaching and learning, where does one find time to trace the thought processes of a learner ,and that too in teaching/learning English as a Second Language, might be the first doubt raised by an average teacher when she comes across the term 'think-aloud protocol'. This...

  • A Study via Interviews of the Chinese Bouyei College Learners' EFL Classroom Anxiety Coping Strategies. Jianhua Wei // Theory & Practice in Language Studies;Apr2013, Vol. 3 Issue 4, p660 

    The present study aims to investigate EFL classroom anxiety coping strategies employed by the Chinese Bouyei college students through semi-structured individual interviews of 25 Chinese Bouyei college students from five colleges located in the southern and southwestern areas of Guizhou Province,...

  • DEVELOPING STUDENTS' ACADEMIC WRITING FOR CONTENT LANGUAGE LEARNING. Kong, Stella; Hoare, Philip // English Teacher;2010, Vol. 39, p24 

    This paper discusses how a knowledge structure -- text structure approach can be used within an education context where English is used as the medium of instruction in school subjects. In such contexts, the requirement for teachers is to support students' learning of both English as a second...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics