A Study of EFL Learning Strategy Use Profile of University Students in Central Taiwan 王梓螢、張智惠
E-mail: 386757@mail.dyu.edu.tw
ABSTRACT
The purpose of this study is to identify the language learning strategy (LLS) preference of university students and to examine whether there are any significant differences in the research participants’ language learning strategy use (LLSU) with respect to gender, location of educational institute, academic major, starting period of learning English and fondness for English. The current study investigates 411 (M=196, F=245) university students’ LLSU from two universities in Taiwan by using Oxford’s (1990) Strategy Inventory for Language Learning (SILL, Version 7.0) as a research instrument. The results showed that the research participants had a medium LLSU. Among the six strategy categories, the participants tended to use Compensation strategies most often and Affective strategies least frequently. Female participants used more LLSs than their male counterparts. The research also revealed significant effects in overall strategy use in terms of gender, location of educational institute, academic major, starting period of learning English and fondness for English. Three significant effects on the participants’ LLSU were also found in all six strategy categories (SCs) with respect to academic major, starting period of learning English and fondness for English. Furthermore, greater LLSU was found among participants that liked English. Six significant interaction effects were discovered: (1) location of educational institute and starting period of learning English on Affective strategies; (2) location of educational institute and fondness for English on Memory strategies; (3) location of educational institute and fondness for English on Compensation strategies; (4) location of educational institute and fondness for English on Affective strategies; (5) gender, location of educational institute and academic major on Metacognitive strategies; (6) academic major, starting period of learning English and fondness for English on Affective strategies.
Finally, the current study suggests EFL instructors provide stimulating teaching activities to motivate learners and introduce different LLSU to students so they are able to adopt any that is facilitating to their EFL learning experiences. Instructors can also provide male learners, science majors and learners from rural schools more information about LLSs. In addition, findings showed that the earlier learners expose themselves in learning English, the more LLSs they can use. Therefore, such finding encourages the authorities to put English courses in the curriculum at learners’ early age.
Keywords : Language learning strategies (LLSs)、location of educational institute、starting period of learning English、fondness for English、university students
Table of Contents
Abstract v 中文摘要 vii Acknowledgement ix Table of Contents x List of Tables xiii List of Figures xvi CHAPTER I.
INTRODUCTION 1 1.1 Background and motivation of the Research 1 1.2 Purpose of the Research 4 1.3 Significance of the Research 4 1.4 Research Questions 6 1.5 Definitions of Specific Terms in the Research 7 CHAPTER II. LITERATURE REVIEW 9 2.1 Language Learning Strategy (LLS) 9 2.1.1 Classification of Learning Strategy 10 2.2 Factors influencing LLSU 15 2.2.1 Gender 15 2.2.2 Academic Major 17 2.2.3 Starting Period of Learning English 18 2.2.4 Fondness for English 20 2.2.5 Location of Educational Institute 20 CHAPTER III. METHODOLOGY 22 3.1 Design of the Research 22 3.1.1 Quantitative Research Method 22 3.1.2 Research Participants 23 3.2 Instrumentation 32 3.2.1 Questionnaire 33 3.2.2 Validity and Reliability 37 3.3 Data Collection 38 3.4 Data Analysis 39 CHAPTER IV. DATA ANALYSIS AND FINDINGS (I) 40 4.1 Research Question One:
Results 40 4.2 Research Question Two: Results 42 4.3 Research Question Three: Results 43 4. 4 Research Question Four: Results 46 CHAPTER V. DATA ANALYSIS AND FINDINGS (II) 52 5.1 Research Question Five: Results 52 5.1.1 Gender 53 5.1.2 Location of Educational Institute 54 5.1.3 Academic Major 55 5.1.4 Starting Period of Learning English 55 5.1.5 Fondness for English 55 5.2 Research Question Six: Results 56 5.2.1 Significant Differences in Overall Strategy Use 57 5.2.2 Significant Differences in the Use of Six Strategy Categories 59 5.3 Research Question Seven: Results 63 CHAPTER VI. DISCUSSION, LIMITATIONS AND IMPLICATIONS 64 6.1 Discussion 64 6.1.1 The Broad Profile of the Overall Strategy Use, and for Each of the Six Strategy Categories 64 6.1.2 The Most- and Least-Used Strategy Items Overall, and the Most- and Least-Used Strategy Items in Each of the Strategy Categories 67 6.1.3 Broad Profile of Strategy Use Overall with regard to Gender, Location of Educational Institute, Academic Major, Starting Period of Learning English and Fondness for English 71 6.1.4 Significant Differences by Gender, Location of Educational Institute, Academic Major, Starting Period of Learning English and Fondness for English in terms of the Overall Strategy Use, and Use of Any of the Six Strategy Categories, and 50 Strategy Items 78 6.1.5
Conclusion for the Discussion 79 6.2 Limitations of the Study 82 6.3 Implications 83 6.3.1 EFL Educator’s Perspective 83 6.3.2 EFL Learner’s Perspective 83 6.3.3 EFL Researcher’s Perspective: Suggestions for Future Research 84 References 85 Appendix A 英語學習策略問卷 96 Appendix B: Strategy Inventory for Language Learning (SILL, Version 7.0) R.L.Oxford, 1990 99 Appendix C: Means of 50 Strategy Items 102 Appendix D: Significant Academic Major Effect on Strategy Items 104 Appendix E:
Significant Starting Period of Learning English Effect on Strategy Items 106 Appendix F: Significant Fondness for English Effect on Strategy Items 108
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