The purpose of this mixed-methods research is
to examine and contextualize the relationship between
language learner strategies (LLS) and the English proficiency
of 103 college freshmen in Taiwan, which focuses
on the differences in intermediate- and beginning- learners
with years of English classes. LLS are defined as techniques
and behaviors that learners enact with some degree
of consciousness to monitor the progress toward the
attainment of language learning goals. Research on LLS
shows that the strategies implemented by learners are a
significant source to understand their achievement differences.
Using Oxford’s Strategy Inventory for Language
Learning, this independent-measures t-test study shows
that the intermediate group significantly used more strategies
than the beginning group. The four learners across the
two groups who were selected as interviewers revealed
compensation strategies as the most popular for them to
overcome linguistic limitations in and out of the classroom.
The study concludes that a context-sensitive approach
offers a detailed picture of LLS as part of learners’ experiences
and relevant to their environments.

EB00000002612K

Available

• Language Learner Strategies and English Proficiency of College Freshmen in Taiwan: A Mixed-Methods Study