The study aimed to investigate the role of strategy in foreign language learning, including students' English learning behaviors, factors affecting students' language learning strategy use, strategies that good and poor language learners used, and to compare with that of learners of FL, ESL, and EFL. Two hundred and twenty-four Taiwanese college students served as subjects of the study. The research design was a descriptive study and the research instrument was a questionnaire of motivation, belief, strategy, and anxiety. All available data were computed by using SPSS. Findings revealed that strategy use was the best predictor of successful language learning and motivational intensity played the most significant role in influencing strategy use. In addition, good language learners used more strategies and differences of strategy use existed among learners of FL, ESL, and EFL. It's hoped to raise general awareness of language learning strategies and to bear in mind the individual difference of learners for effective teaching and learning.

The study was conducted to revisit multiple intelligences with the roles of motivation, strategy, and anxiety in foreign language learning. Subjects were 260 Hospitality management major students in a private five-year junior college in north-eastern Taiwan, including 114 males and 146 females. They helped to fill out the 226-item questionnaires dealing with multiple intelligences [1] [2], motivation [3], strategy [4], and anxiety [5]. The results revealed that a correlation among multiple intelligences, motivation, strategy, and anxiety did exist, and led to different English levels. Discussions, implications, and suggestions for students, teachers, parents, and schools were provided.

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The study was conducted to investigate how students' multiple intelligences were related to their tolerance of ambiguity and English proficiency. Subjects were 173 English major students in a private university in northern Taiwan, including 49 males and 124 females. They helped to fill out questionnaires of Multiple Intelligences (MI) (Gardner, 1983) and Second Language Tolerance of Ambiguity Scale (SLTAS) (Ely, 1995). In addition, students' English scores and English levels of Taiwan College Entrance Exam were used as their English proficiency. All available data received from the returned questionnaires were analyzed using descriptive and inferential statistics derived from SPSS 17. The results revealed that a correlation among students' multiple intelligences, tolerance of ambiguity, and their English proficiency did exist. In addition, by using t-test, findings showed that genders made a difference in students' multiple intelligences, tolerance of ambiguity, and English proficiency as well. Furthermore, implications derived from the study were provided for more effective English teaching and learning.

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