On the Role of English as a Foreign Language Learners' Individual Differences in Their Use of Grammar Learning Strategies.

Shaoru Li

doi:10.3389/fpsyg.2022.853158

Abstract

As the use of strategies facilitates the tedious process of language learning, a multitude of studies have been conducted on language learning strategies and their educational consequences. Nonetheless, grammar learning strategies (GLSs) have not been widely studied. Moreover, no review study has been carried out to illustrate the role of individual differences in the use of GLSs. To address the existing gaps, the present review study intends to explain the role of English as a foreign language (EFL) learners’ individual differences (i.e., desire to learn a second language, motivation, and willingness to communicate) in their employment of GLSs. The favorable impact of individual difference variables on grammar learning strategy use was proved using the theoretical and empirical evidence. Future research directions and pedagogical implications are also discussed.

Highlights

Language learning strategies employed by second language learners in classroom contexts facilitate the learning process and make language learning more efficient, delightful, and enjoyable (Oxford et al, 2007)
The first group of individual difference variables, which is the main focus of this review study, encompasses various emotional traits such as motivation, desire to learn, and willingness to communicate
Despite the importance of individual difference variables, such as motivation, academic desire, attitude, and willingness to communicate in grammar learning strategy use (Oxford and Amerstorfer, 2018; Pawlak, 2021b), limited attention has been paid to the role of these variables in English as a foreign language (EFL) students’ employment of grammar learning strategies (GLSs)

Summary

Shaoru Li *

Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology. As the use of strategies facilitates the tedious process of language learning, a multitude of studies have been conducted on language learning strategies and their educational consequences. Grammar learning strategies (GLSs) have not been widely studied. No review study has been carried out to illustrate the role of individual differences in the use of GLSs. To address the existing gaps, the present review study intends to explain the role of English as a foreign language (EFL) learners’ individual differences (i.e., desire to learn a second language, motivation, and willingness to communicate) in their employment of GLSs. The favorable impact of individual difference variables on grammar learning strategy use was proved using the theoretical and empirical evidence.

INTRODUCTION

Grammar Learning Strategies

Individual Differences

EMPIRICAL STUDIES