Abstract
The predominant context for strategy research over the last three decades has focused on language learning situated in a conventional classroom environment. Computer technology has brought about many changes in language learning and has become ecological and normalized rather than a supporting tool in the language classroom. Consequently, the landscape of language learning has been rapidly and largely changed with the normalization of technologies in people’s daily communication. The pervasive use of mobile technologies and easy access to online resources require that digital language learners understand and employ appropriate learning strategies for learning effectiveness and that their teachers are able and willing to teach these strategies as needed. This article provides an overview of the state-of-the-art research into technology-enhanced language learning strategies. The strategies under review include those for language learning skill areas, language subsystems, and self-regulated learning. At the end, we discuss the pressing issues that Digital Age language learning has posed to learners, teachers, and researchers and propose considerations for strategy research in digital realms.
Highlights
We first review strategies for L2 skills learning, look at strategies for language subsystems, and we focus on self-regulated L2 learning
Students who reported using the metacognitive strategies in the Strategy of Inventory for Language Learning (SILL) performed significantly better on listening comprehension tests
We reviewed existing research on language learning strategies in technology-enhanced language learning (TELL) environments, first in relation to specific language skills, as associated with target language subsystems, such as vocabulary and grammar, and as linked to strategic, self-regulated language learning
Summary
Or at least partially consciously, almost all language learners use tools, take actions, or self-regulate their behaviors to make their language learning or language use more effective or more efficient (Cohen, 2011; O’Malley & Chamot, 1990; Oxford, 1990). Oxford’s (1990) landmark book on language learning strategies (LLS) and O’Malley and Chamot’s (1990) volume on LLS in the cognitive information-processing model fostered strategy assessment and strategy instruction, leading to updated theorizations in recent years (e.g., Cohen, 2011, 2018; Griffiths & Oxford, 2014; Oxford, 2011, 2017). This article offers an overview of existing research on technologyenhanced LLS, following Oxford’s (2017) categorization of L2 learning strategies. The sixty-six research reviewed explore language learning strategies, including strategic self-regulation, in technology-enhanced language learning (TELL) contexts. We first review strategies for L2 skills learning, look at strategies for language subsystems, and we focus on self-regulated L2 learning. The article concludes with overarching issues in the field of language learning strategies in digital environments, provides recommendations that guide language instruction in technologyenhanced contexts, and highlights questions that still need to be answered (e.g., lack of research) regarding the role of technology in the application of LLS
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