Language Learning Strategy Use and English Proficiency of University Freshmen in Taiwan

Lai, Ying-Chun

doi:10.1002/j.1545-7249.2009.tb00167.x

Cited by 92 publications

(116 citation statements)

References 24 publications

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“…For instance, Yang (1993) reported high-achieving high school learners use language learning strategies more frequently than low-achieving high school students. Yang (2007) and Lai (2009) had a similar finding in college contexts. Hsiao and Oxford (2002) confirmed the strategy theories in Taiwan.…”

Section: Studies On Language Learning Strategiesmentioning

confidence: 62%

Learner Autonomy and the Use of Language Learning Strategies in a Taiwanese Junior High School

Chen

Pan²

2015

JSE

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English learning autonomy and language learning strategies are key dimensions in learners' English performance. However, empirical research findings concerning the relationships of learner autonomy and learning strategies are still translucent in Taiwan. There are 130 ninth graders from a junior high school in central Taiwan participating to determine: (1) the language learning strategies they preferred; (2) their level of English learning autonomy; and (3) the relationship between English learning autonomy and language learning strategies. The results of the quantitative research method show that participants in this study had a medium level of English learning autonomy and an infrequent use of language learning strategies. Junior high school learners tend to use memory strategies most frequently and affective strategies least frequently. Students seldom participated in English related activities after school. In addition, a correlation was found between learners' learning autonomy levels and the use of language learning strategies. Practical suggestions are offered for teachers in order to help junior high students become autonomous learners in the field of language learning.

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Section: Studies On Language Learning Strategiesmentioning

confidence: 62%

Learner Autonomy and the Use of Language Learning Strategies in a Taiwanese Junior High School

Chen

Pan²

2015

JSE

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“…Several studies have investigated language learning strategies used by English as a Foreign Language (EFL) learners (Abdolmehdi & Mohammad, 2005;Chang et al, 2008;Huang, 1997;Lai, 2009;Lan & Oxford, 2003;Li & Qin, 2006;Yang, 1992). Nevertheless, few studies dedicated specifically to the age factor on the use of language learning strategies.…”

Section: Introductionmentioning

confidence: 99%

Age Differences in the Use of Language Learning Strategies

Chen

2014

ELT

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The purpose of the study was to investigate language learning strategies used by English as a Foreign Language (EFL) learners at different educational levels and explored the influence of age on the use of language learning strategies. A total of 1,023 students participated in the study. Out of the participants, there were 250 primary students (aged 10-12), 245 junior high school students (aged 13-15), 249 senior high school students (aged 16-18), and 279 tertiary students (aged 20-22). The instrument for data collection was the Strategy Inventory for Language Learning (SILL). Results showed that statistically significant relationships existed between different age groups and the use of memory strategies, compensation strategies, metacognitive strategies, and affective strategies. Specifically, secondary and tertiary students reported using compensation strategies more frequently than primary students (p = .000). Tertiary students used social and affective strategies more frequently than did other age groups. The result indicated that age increase is likely to encourage learners to use strategies with more emphasis on the social and functional strategies. Implications are that it is critical for teachers to be more aware of the differences in their students and adjust their teaching practices to meet the developmental needs of students.

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“…Echoing the previous international studies, different variables have been found to affect LLS across learner groups in the context of Taiwan. For example, investigations by Chang, Liu, and Lee (2007) and Chang (2011) identified significant differences in strategy use according to gender and academic major, according to age, as found by Chen (2014), grade level (Chen, 2009), ethnic group (Yang, 2007), proficiency level (Lai, 2009;Wu, 2008), motivation (Lan & Oxford, 2003), and learner beliefs (Yang, 1999). Almost all of these studies came to the conclusion that Taiwanese EFL learners are low to medium strategy users, with average scores ranging from 2.5 to 3.4 out of a total of 5.…”

Section: Taiwanese Efl Learners' Llsmentioning

confidence: 99%

“…This means that CLIL learners can control their own cognition (e.g. coordinating the planning, organising, and evaluation of the learning process) (Lai, 2009) while learning the target language. They are more aware of their learning process and of constantly monitoring their own learning results.…”

Section: Language Learning Strategies Deployed By Taiwanese Studentsmentioning

confidence: 99%

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

Yang¹

2018

ESP Today

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This paper compares and contrasts the English learning strategies used by Chinese speakers under the CLIL approach in two different contexts, Taiwan and Hong Kong. We adopted Oxford's (1990) Strategy Inventory for Language Learning (SILL) as our instrument to identify their strategy preferences. The results demonstrate that both Taiwanese and Hong Kong CLIL learners use Language Learning Strategies (LLS) to a medium degree, but the former deploy LLS more frequently than the latter. Taiwanese learners tend to use indirect strategies more often than direct strategies, completely opposite to their Hong Kong counterparts. The rankings of the LLS preferences of the two groups also differ. Their preferences differ from the common assumption that Chinese-speaking learners rely more on memory strategies due to the traditional rote learning style. The Taiwan group shows many significant intra-group variations among the gender, discipline, and English level variables. In contrast, the Hong Kong group exhibits less variance between these variables. Finally, it was found that the employment of 27 strategies out of 50 (54%) demonstrated significant differences between the two contexts. Offering bridging courses in ESP or EAP to scaffold learners with specific language knowledge before mastering the subject matter is recommended in the EFL contexts where CLIL will be implemented.Key words content and language integrated learning (CLIL), language learning strategies (LLS), Taiwan, Hong Kong, tertiary level. * Corresponding address: Wenhsien Yang, 1, Sung-ho Rd. Kaohsiung 812, Taiwan. THE DEPLOYMENT OF ENGLISH LEARNING STRATEGIES IN THE CLIL APPROACH: A COMPARISON STUDY OF TAIWAN AND HONG KONG TERTIARY LEVEL CONTEXTSVol. 6(1)(2018): Sažetak U ovom radu upoređuju se i kontrastiraju strategije učenja engleskog jezika kod kineskih govornika uz primenu integrisanog učenja jezika i stručnog gradiva u dva različita okruženja, Tajvanu i Hong Kongu. Kao instrument uočavanja preferencija pri korišćenju strategija prihvaćen je Inventar strategija učenja stranog jezika (Oxford, 1990). Rezultati pokazuju da i tajvanski i honkonški učenici uz primenu integrisanog učenja jezika i stručnog gradiva u srednjem obimu koriste strategije, ali da ih tajvanski koriste češće od honkonških. Tajvanski učenici češće koriste indirektne od direktnih strategija, dok je sasvim suprotno kad je reč o njihovim honkonškim kolegama. Preferencije korišćenja strategija kod dve grupe takođe se razlikuju. Njihove preferencije razlikuju se od uobičajene pretpostavke da se govornici kineskog više oslanjaju na strategije pamćenja usled tradicionalnog načina učenja putem memorizacije i ponavljanja. Tajvanska grupa ispoljava više značajnih varijacija u pogledu varijabli kao što su pol, disciplina i nivo znanja engleskog jezika, za razliku od hongkonške grupe koja ispoljava manje varijacija u pogledu ovih varijabli. Konačno, pronađeno je da korišćenje 27 od ukupno 50 strategija (54%) ispoljava značajne razlike između ova dva okruženja. Preporučuju se prelazni kur...

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Language Learning Strategy Use and English Proficiency of University Freshmen in Taiwan

Cited by 92 publications

References 24 publications

Learner Autonomy and the Use of Language Learning Strategies in a Taiwanese Junior High School

Learner Autonomy and the Use of Language Learning Strategies in a Taiwanese Junior High School

Age Differences in the Use of Language Learning Strategies

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

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