Ya-Ling Wu (Sabrina)
Dept. of Applied English, National Chin-Yi University of Technology, Taiwan, R.O.C.

Language Learning Strategies Used by Students at Different Proficiency Levels

Within the foreign language field, a number of studies indicate that learning strategies play a significant role in successful language learning. In recent years, language learning strategy use is taken into an important role in language learning and teaching. According to some research, proficiency level and gender affect the choice of language learning strategies (Politzer, 1983; Oxford and Nyikos, 1989; Ehrman and Oxford, 1989; Oxford, 1993; O’Malley et al., 1985; Chamot, O’Malley, Küpper and Impink-Hernandez, 1987). The purpose of this study is to investigate the difference in the extent and types of language learning strategy use between advanced (high proficiency level) and beginning (low proficiency level) EFL students and between genders. This study is designed to determine: (1) whether a statistically significant difference exists in the extent of language learning strategy use between advanced and beginning EFL students; (2) whether a statistically significant difference exists in the extent of language learning strategy use between female and male EFL students; (3) the strength of the effect of language learning strategy use on English proficiency. Participants were recruited from a population of Chinese students at the National Chin-Yi University of Technology.

There are two groups of participants—advanced and beginning. Students majored in English are considered in advanced group while students majored in non-English are considered in beginning group. The instrument used in this study is the Strategy Inventory for Language Learning (SILL)--SILL questionnaire ESL/EFL Version 7.0 (Oxford, 1989). In this study, an independent samples t-test was used to evaluate the differences in language learning strategy use between advanced and beginning EFL students and between genders. Moreover, a paired samples t-test was used to compare the frequency of language learning strategy use among the six types of strategies. Finally, a multiple regression will be used to form the model of the relationship between language learning strategy use and English proficiency. In order to improve students’ language learning, EFL teachers need to understand what language learning strategies students use and encourage beginning EFL students to use language learning strategies in their learning process. Moreover, teaching methods often influence how students learn. Teachers should become more aware of their students’ learning strategies in order to orient teaching methods more appropriately.

This study provides the information about the difference in the extent and types of language learning strategy use between advanced and beginning EFL students and between genders and the strength of the effect of language learning strategy use on English proficiency.

Presenter
Ya-Ling Wu (Sabrina) is an Associate Professor in the Dept. of Applied English at National Chin-Yi University of Technology, Taiwan. Her research interests are language learning strategy, ESP, evaluation on teaching effect and learning effect. She teaches classes in English composition, English conversation, ESP, English/Chinese interpretation, Economics, and Accounting.