Relationships between Macao University Students’ Beliefs and Their Strategy Use in Language Learning

Wai Sa Ip

(Department of General Education, Macau University of Science and Technology, Macau)

Abstract: This study used a mixed method approach to investigate the beliefs about language learning of Macao tertiary students studying English, the language learning strategies these students use to learn English, and the relationships between their language learning beliefs and the strategies they use. Findings indicated that Macao students who believe that language learning is difficult tend to use cognitive, metacognitive and compensation strategies, while those who believe that a language is best learnt through communication tend not to use memory strategies. In addition, students who believe that English is best learnt in an English-speaking country, that vocabulary learning is the most important in English learning, and that their confidence with English would increase over time tend to use affective and social strategies, while those students who are more motivated to learn English are more likely to use metacognitive strategies but fewer affective strategies. This study contributed knowledge about relationships between university students’ beliefs and their strategy use, which helps raise language lecturers’ attention on students’ learning beliefs especially when students are expected to be shaped as strategic language learners.

Key words: L2 learning, mixed method approach, learning beliefs, learning strategies