Strategies for Learning the English Language as Reported by Advanced Language Learners

Abstract

The goal of this study is to identify the LLSs that successful English language learners are employing to achieve their academic goals. Twenty interpreter students from a Korean graduate school of interpreting and translating took part in the research. Unstructured essay writing was used as a data collection approach on LLSs because it allowed participants to candidly disclose the methods, study routines, and study abroad experiences that contributed to their advanced English proficiency. The reason for this is because free-form essay writing is more accessible to the participants. Several hypotheses and findings regarding the use of different pedagogical approaches were derived from the analysis of the qualitative data. The studies consistently reaffirmed the importance of an organised approach to language learning and regular monitoring of progress, as we emphasized efficacy of metacognitive and cognitive methods like reading aloud and text analysis. A number of other speakers emphasised the significance of paying undivided attention to the linguistic input being received throughout language-learning exercises. The success of learning a foreign language may depend on the learner's autonomy, which manifests itself in self-regulated learning activities, according to the testimony of advanced English language learners in an English as a Foreign Language (EFL) environment. These comments are from EFL students who are learning English as a second language. We look into what this and other findings mean for classroom practise when teaching English as a second language using a strategy-based approach.