Abstract
This article reviews part of the research on Chinese EFL students’ language learning strategies carried out in the last 20 years and classifies these studies into six main categories: comprehensive strategy use, vocabulary strategies, listening strategies, reading strategies, writing strategies and oral communication strategies. Through comparing and contrasting the differences and similarities in methods and findings of these studies, the author believes that future research in the same domain should be conducted in various cultural contexts and participant selection should not be restricted to tertiary education scenario. Besides, different aspects of the language should also be examined through integrated research methods.
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