Language Learning Strategy Used by High and Low Reading Proficiency EFL Learners at the University Level: A Case Study

Abstract

This study explored the differences between high and low reading proficiency students in terms of language learning strategies in Taiwanese context. A total of 119 freshmen with various majors in one university in central Taiwan participated in the present study. With the use of the Strategy Inventory for Language Learning Questionnaire (SILL) and the administration of the reading section of the General English Proficiency Test (GEPT), the results indicated that high English reading proficiency students had a significantly higher average frequency in overall strategy use in four strategy categories than did low English reading proficiency counterparts. Specifically, high English proficiency students used 15 strategies significantly more frequently than low English proficiency counterparts. Such differences were discussed; meanwhile, suggestions for further research were provided at the end of the study.