Abstract
The objectives of this study were: 1 to explore the extent to which the university students employed English grammar learning strategies (GLS) in online learning; 2. to examine the differences between the use of GLS among the students with different English proficiency levels; and 3. to investigate factors which have an impact on the application of GLS. Data was collected from a class of thirty First-Year English major students enrolling in the course called Grammar 2, using the GLS and focus-group interviews. They were classified into three groups with different grammar proficiency levels, measured by their grade obtained in a grammar course last semester, namely higher-level learners (A, B+), intermediate-level learners (B, C+), and basic-level learners (C, D+, and D). The quantitative data was statistically analyzed by frequency, percentage, means, standard deviation, and ANOVA. Thematic analysis was used to analyze data from focus-group interviews. The findings showed that the students used GLS in general at a high level. The social strategies were used the most while metacognitive strategies were found to be used the least. Moreover, the comparison of GLS use among the three groups revealed no significant differences in their strategy use. Therefore, learners’ grammar proficiency did not have a direct effect on GLS use among the students in this study. Instead, focus-group interviews further revealed a range of factors mediating GLS use namely motivation, learning styles, learning situations, and teachers.
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