Abstract
The study aimed to investigate the role of strategy in foreign language learning, including students’ English learning behaviors, factors affecting students’ language learning strategy use, strategies that good and poor language learners used, and to compare with that of learners of FL, ESL, and EFL. Two hundred and twenty-four Taiwanese college students served as subjects of the study. The research design was a descriptive study and the research instrument was a questionnaire of motivation, belief, strategy, and anxiety. All available data were computed by using SPSS. Findings revealed that strategy use was the best predictor of successful language learning and motivational intensity played the most significant role in influencing strategy use. In addition, good language learners used more strategies and differences of strategy use existed among learners of FL, ESL, and EFL. It’s hoped to raise general awareness of language learning strategies and to bear in mind the individual difference of learners for effective teaching and learning.
Highlights
Introduction included 1) background of the study, 2) purposes of the study, and 3) research questions
The study aimed to investigate the role of strategy in foreign language learning, including students’ English learning behaviors, factors affecting students’ language learning strategy use, strategies that good and poor language learners used, and to compare with that of learners of FL, ESL, and EFL
The research design was a descriptive study and the research instrument was a questionnaire of motivation, belief, strategy, and anxiety
Summary
Introduction included 1) background of the study, 2) purposes of the study, and 3) research questions. There are many factors affecting second/foreign language learning. Some are “unchangeable”, such as age, gender, aptitude, and first language; and some are “predispositions”, including motivation, attitude, tolerance of ambiguity, anxiety, field independence/dependence, cognitive styles, and learning strategies (Jamieson, 1992). It is understood that to be successful in language learning, learners should have both the “skill” (language aptitude) and the “will” (motivation). It is believed that good language learners have some characteristics in common, including cognitive and affective.
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