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ERIC Number: EJ867868
Record Type: Journal
Publication Date: 2009-Jun
Pages: 26
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0039-8322
Language Learning Strategy Use and English Proficiency of University Freshmen in Taiwan
Lai, Ying-Chun
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v43 n2 p255-280 Jun 2009
This study investigated language learning strategies used by 418 EFL learners in Taiwan and looked for relationships between learning strategy use and the patterns of strategy use based on language proficiency. The participants reported using compensation strategies most frequently and affective strategies least frequently. The most frequently used individual strategies involved guessing intelligently and overcoming limitations in using English; the least used items involved speaking and writing to others in English. The research results also showed that proficiency level has a significant effect on strategy choice and use. The more proficient learners used more learning strategies. They used metacognitive strategies and cognitive strategies most frequently and memory strategies least frequently. The less proficient learners, on the other hand, preferred social and memory strategies to cognitive and metacognitive strategies. The research also analyzed individual strategy items, finding that the strategies reported as used more frequently by the more proficient learners were arranging and planning their learning; using analytical and reasoning skills; and practicing their pronunciation and speaking. (Contains 9 tables and 2 figures.)
Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan