A Study of Language Learning Strategies Used by College EFL Learners in Taiwan

Ching‐Yi Chang · Shu‐Chen Liu · Yi-Nian Lee

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning English Language Learning and Teaching

Abstract

The study was designed to investigate the influence of gender and major on college EFL learning strategy use in Taiwan. A total of 1758 Taiwanese college EFL learners took part in this research study. The participants completed the two sets of self-reported questionnaires, including Background Characteristics and Strategy Inventory for Language Learning (SILL) (Oxford, 1989). The collected data were computed and analyzed via descriptive statistics, t-test, and one-way ANOVA. The findings of the study were generalized as follows: (1) There was not a great difference among the frequency of each strategy that Taiwanese college EFL learners report using, all in medium-use level. (2) Statistically significant differences were found in the use of cognitive strategies, metacognitive strategies, social strategies and overall strategies with regard to gender. (3) Statistically significant differences were found in the use of six subcategories of language learning strategies and overall strategies with regard to major. In the end of this study, the pedagogical implications were provided.

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1991Language Learning Strategies: What Every Teacher Should Know 1992Learning Strategies in Second Language Acquisition 1986The teaching of learning strategies 1995A Closer Look at Learning Strategies, L2 Proficiency, and Gender 1989Variables Affecting Choice of Language Learning Strategies by University Students 1988Learning Strategies and Learning Styles 1975What Can We Learn from the Good Language Learner?1985LEARNING STRATEGIES USED BY BEGINNING AND INTERMEDIATE ESL STUDENTS

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