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

Abstract

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.

The Use of Language Learning Strategies through Smartphones in Improving Learner Autonomy in EFL Reading among Undergraduates in Saudi Arabia

“…Second, the rote learning system makes them more reliant and spoon-fed, where the teachers claim all responsibility for their own learning; the thing that may hinder their reading learning improvement (Al-Saadi, 2011;Tamer, 2013). The medium use of strategy is consistent with those findings by other studies such as Alhaysony (2017), Al-Otaibi (2004), Ceylan (2015), and Chen & Pan (2015).…”

“…This finding is inconsistent with the findings by Al-Otaibi (2004) and Alhaysony (2017) who reported cognitive strategies as the most frequently used whereas Al-Buainain (2010) and Radwan (2011) reported metacognitive strategies as most frequently used. Chen and Pan (2015) and Ceylan (2015) ranked memory strategies as most used. That social strategies topped the strategy use can be explained by the assumption that that learners use smartphones mostly to communicate and interact with others either for learning or entertaining purposes.…”

“…The study concluded that the more strategies students employ the more frequently autonomous they become by starting to shoulder the responsibility of their own learning process. Chen & Pan's (2015) study showed a medium level of English learning autonomy and a rare use of strategy. Learners tended to use memory strategies most frequently and affective strategies least frequently.…”

“…Other studies on the relationship between LLS and LA in conventional classrooms in Turkey and Taiwan were conducted (Ceylan, 2015;Chen & Pan, 2015) respectively. LLS and LA surveys were applied before and after the strategy use training.…”

The Impact of Social Strategies through Smartphones on the Saudi Learners Socio-cultural Autonomy in EFL Reading Context

“…The findings of the current study are further confirmation of what previous research and literature reported on the relationship between language learning strategies (LLS) and learner autonomy (LA) in EFL context (Ceylan, 2015(Ceylan, , 2017Chen &Pan, 2015;Hismanoglu, 2000;Holec, 1981;Mistar, 2015;Nguyen & Gu, 2013;O'Malley & Chamot, 1990;Oxford, 1991Oxford, , 2003Reinders & Hubbard, 2013;Salehi, Ebrahimi, Sattar, & Shojaee, 2015;Su & Duo, 2010;Timirbaeva, 2013). The findings of high use of social strategies through smartphones are in line with Mistar (2015) who reported that learners acquired some degrees of autonomy where social strategies require them to independently enhance communicative interactions with other people.…”