Cross-cultural differences in foreign language learning strategy preferences among Hungarian, Chinese and Mongolian University students

Abstract

The present study explores English as a foreign language (EFL) learning strategies used in Hungarian, Chinese, and Mongolian university students with different cultural and linguistic backgrounds. A total of 519 university students participated in the survey from the three different countries. The Strategy Inventory for Language Learning (SILL), developed by Rebecca Oxford (2003), was administered to explore cross-cultural differences in strategy use in the study. To explain cultural divergences, we employed Hofstede's 6-D model of cultural values. The study identified a number of cross-cultural similarities and differences in strategy use among these three groups. All the subsamples similarly preferred the use of metacognitive learning strategies; however, there were some significant differences among the countries. A significant difference was observed in cognitive language learning strategy usage for the Hungarian subsample compared to the Mongolian subsample. With regard to the affective field, we noticed that the Mongolian and Chinese students employed affective strategies significantly more frequently. The Hungarian students rated the use of affective strategies the lowest by comparison. These differences may be partly linked to the cultural traditions of the participating countries. Our findings also suggest that although students' cultural background is a significant factor, linguistic and educational background and teaching traditions are also crucial.

Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude

“…One major area for researchers has been to find out what set of strategies foreign language learners rely on the most (Platsidou and Sipitanou, 2015;Alhaysony, 2017;Charoento, 2017;Dawadi, 2017;Habók and Magyar, 2018a,b, 2019, 2020Habók et al, 2021). Overall, results have concluded moderate use of LLS among participants.…”

“…The most frequently used strategies are cognitive, metacognitive, and compensation strategies, while affective and memory strategies are the least preferred. Habók et al (2021) have pointed out the different strategy preferences in different cultural contexts. Their results reinforced the preferred use of metacognitive strategies in both European and Asian contexts.…”

EFL Reading: Learning-to-Read and Test-Taking Strategies

“…In the EFL context before learners are trained to manage and monitor their reading activities, they may, in fact, first and foremost need help with the development of the positive affect towards the reading task. Habók et al (2021) cautioned strategy-based EFL reading instruction may not be a one-size-fits-all approach; students in different EFL contexts had different LLS priorities. The revealed cultural patterns of Thai EFL readers' LLS priorities for the learning-to-read and for the test-taking purposes implicated an effective strategy-based reading instruction needs to consider culturally sensitive strategic dimensions relevant to diverse contexts of EFL learners in different countries.…”

“…Anderson (2005, p. 763), however, cautioned various factors, including learners' cultural backgrounds, age, educational background, life experience, affective factors, and the learners' and teachers' beliefs about language learning, should be considered when strategy instruction is undertaken. Regarding learners' cultural backgrounds, Habók et al (2021) reported that while Hungarians preferred cognitive strategies, Mongolian and Chinese students preferred affective strategies. The present study of learning-to-read and reading test-taking strategies in the EFL context of Thailand, therefore, can help add an additional light on cultural patterns of strategy priority.…”

Effective and Meaningful Online Learning in the Covid-19 Pandemic: Best Practice in Integrating Local Culture in EFL

“…Thus, authentic materials which are taken from the real communication of the English native speakers are highly recommended to be used during the teaching and learning process [43]. Then, it moves to cross-cultural understanding, which means both the student's culture and the target language should be introduced to build cultural awareness [44], [45]. Cross-cultural understanding in the EFL context is crucial for the learners to help them become intercultural beings [46], [47].…”