Language Learning Strategies Employed by English-major Pre-service Teachers with Different Levels of Language Proficiency

Abstract

The study investigated the use of language learning strategies employed by English-major pre-service teachers in Midwest China in terms of language proficiency. The modified SILL was used to collect the data. ANOVA, Chi-square test, and Post Hoc Scheffe Test were performed for data analysis. The results revealed that pre-service teachers with both high and moderate language proficiency reported employing strategies significantly more frequently than those with low language proficiency at the overall strategy level and in the MET, COG and SCI categories. At the individual strategy level, 20 out of the 48 strategies varied significantly according to pre-service teachers’ levels of language proficiency. 16 strategies showed positive pattern of variation, with the higher percentage of pre-service teachers with higher language proficiency than those with lower proficiency, and 4 of them showed mixed pattern of variation. The implications of these findings for ESL teaching and learning were discussed.