Distance Learning and Shifts in Language Learning Strategies Used by EFL Learners

Abstract

This study aims to understand the use of language learning strategies in the context of online and offline language classes to identify preferences and shifts in the application of learning strategy types for the same group of participants experiencing both styles of learning environments. It also aims to establish foundations on which language learning strategy preferences may correspond to specific types of learners-such as those with higher learning aptitude-in the context of online education. Using the Strategy Inventory for Language Learning (SILL; Oxford, 1990), 109 Korean university students have been examined over two semesters-the first of which was comprised of face-to-face classes and the second of which was purely operated online in a distance learning context-and six different language learning strategy types have been measured. The results showed significant shifts in strategy use between the two learning environments as well as an increased usage of metacognitive strategy items, along with a decreased usage of affective strategy items, therefore leading to the conclusion that distance learning and its focus on self and peer analysis impacts learners in such a way that they become more conscious of the language learning process.