Language Learning Strategies and English Proficiency of Taiwan Language College Students

Abstract

The study reported in this paper was designed to identify and quantify the use of language learning strategies applied by junior college and college students with different majors and English language proficiency levels at Wenzao Ursuline College of Languages in Kaohsiung, Taiwan. The total number of students participating in the study was 1,090. They were freshmen enrolling in the 2004 academic year, and students from five-year junior college and two-year college who had achieved the Graduation English Language Proficiency Benchmarks (GELPB) set by the college based on the College Student English Proficiency Test (CSEPT). Data from the study were analyzed using standard SPSS processes. The results showed that the students participating in the study used meta-cognitive, cognitive and compensation strategies most frequently. Next, were social and affective strategies. Memory strategy was used the least. Significantly, the study also indicated that language learning strategies are positively correlated with language proficiency. Participants, whose CSEPT scores were the lowest, used language learning strategies the least. As a result of the study, it is proposed that the most frequently used language learning strategies of the high English proficiency achievers be incorporated in freshmen language classes to enhance learning effectiveness. Meanwhile a language-learning-strategy training program can be developed for each of Wenzao's language learning resources center, so that students can first determine their own most effective strategies for learning and, in a second stage, learn to maximise the use of those strategies to enhance their own learning. Finally, further research concerning the effects of strategy used in learning both English and Japanese at the same time and its influences on English proficiency will follow.