A Systematic Review of the Core Components of Language Learning Strategy Research in Taiwan

Abstract

As the broader field of individual differences in second/foreign language learning has grown tremendously over the past few decades, its subfields have expanded with a similar intensity. Language learning strategies (LLS) is one such area. Developments have been made regarding the scope and methodology of LLS research, especially. While there have been a number of reviews of the field’s output, few have targeted research in a specific context. With this in mind, the current study offers a situated view of LLS research in Taiwan. It focuses on three core components that are essential to empirical research: (a) contexts and participant characteristics; (b) theoretical-conceptual aspects; and (c) methodological characteristics. Drawing on journal articles systematically collected from major databases and reviews conducted by multiple researchers to ensure reliability and to minimize bias, we provide an overview of the field as it has manifested in Taiwan. Findings from select studies are also discussed. In doing so, this article makes connections between LLS research in Taiwan and the larger, global context, with implications for "the road ahead." We hope it will be a valuable resource for anyone interested in reading about and/or conducting LLS research in this setting and others.

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