Use of Learning Strategies by EFL Learners: A Study of How It Relates to Language Proficiency and Learner Autonomy

Abstract

This study aims to explore the association between the field of study, gender, language proficiency, and the use of learning strategies in an EFL educational setting. It further intends to gain more insight into the link between learner autonomy and strategy use. The sample included university freshmen who were ability-grouped into three different levels for English classes. The findings indicated that the effects of major, gender, and proficiency on overall strategy use were all significant. As strategy use had a moderate level of association with both listening and reading proficiencies, it was found to have a high level of correlation with learner autonomy. The strategies identified to have the strongest correlations with autonomy in language learning were those in the cognitive and metacognitive categories. Among the subcomponents of learner autonomy, strategy use had the highest correlation with learner degree of involvement in learning activities. Results of the study further established that EFL student use of learning strategies can serve as a good predictor of learner autonomy.

Learner autonomy among students of French as a foreign language in a tertiary context

“…They found that the participants, regardless of their motivation level, seemed to leave responsibilities for the majority of tasks to teachers. Another study by Liu (2015b) indicated a high level of correlation between learner autonomy and strategy use (the strongest correlations with cognitive and metacognitive categories) among Taiwanese university EFL students. Furthermore, strategy use had the highest correlation with the degree of engagement in learning activities.…”

A Pivotal Stride towards Learner Autonomy: Utilising Language Learning Strategies in an ESL University

“…Based on the concepts of strategy use and learner autonomy, numerous studies have been conducted on the link between Oxford's language learning strategies and learner autonomy (Cheng et al, 2018;Iamudom & Tangkiengsirisin, 2020;Irgatoğlu et al, 2022;Liu, 2015). As an instance, Ceylan (2015) investigated the language learning strategies employed by some Turkish university students and the correlation between these strategies and autonomous learning.…”

“…The findings of Pearson Product-moment correlation analyses revealed a statistically significant positive correlation between autonomy and language learning strategies. In a study conducted by Liu (2015), the relationship between the utilisation of language learning strategies and the level of learner autonomy was investigated among a group of 150 university freshmen who were enrolled in English classrooms in central Taiwan. The study's conclusion was that the more strategies students employ, the more autonomous they may become In the same vein, Cheng et al (2018) assessed the link between English language learning strategy use and learner autonomy of 450 non-English major students as participants from three universities in Henan province, China.…”

Personal characteristics of residents may predict competency improvement

“…The four constructs of LAP measure desire (measuring belief and attitudes that form underlying capacity to develop intentionality based upon perceived self in relation to life circumstances) as well as resourcefulness, initiative, and persistence in learning (measuring intention for learning behaviors) . Higher education studies report that LAP has predictive associations with academic outcomes across some settings, such as in English proficiency, engineering course scores, and success in an online program . Therefore, we hypothesized that the two personal characteristics, residents' global trait EI and LAP, may affect how well their improved competency is attained in a surgical residency.…”