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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
Language Learning Strategy Use of Chinese Students in Relation to Their English Language Proficiency
Sijia Xue
(The International College, Xiamen University, China)
Abstract: the present study aimed to examine the language learning strategy use of Chinese EFL students in a British university and to explore the impacts of their English language proficiency on the selection of these strategies. Postgraduate students of different majors (N = 102) were investigated through the administration of Oxford’s Strategy Inventory for Language Learning (SILL) and some respondents (N = 20) were also interviewed to confirm the quantitative research findings. Significant differences were identified in the use of language learning strategies with more proficient students reporting more use in cognitive, metacognitive and social strategies than their counterparts. In addition, compensation strategies were most preferred by participants in this study whereas affective strategies were the least favored. Pedagogical implications for language learning strategy instruction have been suggested in order to help improve the language learning performance of Chinese EFL students in both Chinese and overseas universities.
Key words: language learning strategies (LLS), proficiency, Chinese students
