Language learning strategies used by Chinese EFL students / Xiaoshan Sun

Xiaoshan , Sun (2024) Language learning strategies used by Chinese EFL students / Xiaoshan Sun. Masters thesis, Universiti Malaya.

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Abstract

This research aimed to examine the frequency of Language Learning Strategies (LLSs) usage by Chinese English as a Foreign Language (EFL) students and the factors which might impact the selection and utilization of LLSs. The “Strategy Inventory for Language Learning (SILL)”, version 7.0 for ESL/EFL learners (Oxford, 1990) and a background questionnaire were utilized as research instruments to collect the required data. The convenience sampling method was employed to enlist 507 Chinese EFL students from Xi’an International Studies University. The Statistical Package for the Social Sciences (SPSS) version 26.0 was employed to analyze the acquired research data. The findings indicated that Chinese EFL learners utilized overall LLSs at a medium level, and the indirect strategies were deployed more often than direct ones. Additionally, compensatory strategies were employed most frequently, while memory strategies were utilized least commonly. The results also demonstrated that the utilization of overall LLSs was impacted by age, gender, race, major, motivation level, years of study and the interaction between each two factors (some of the 10 influentialfactors), whereas the others of the 10 influencing factors and the interaction of every two of the other factors had no effect on the usage of overall LLSs. Furthermore, the research findings revealed that the employment of some of the six categories of LLSs specified in SILL was affected by some of the 10 influencing factors and the interplay of every two factors (some of the 10 influential factors). However, the application of some of the six types of LLSs was not influenced by the others of the 10 influential factors and the interplay between each two of the other influencing factors. Besides, the current study not only offered some significant implications for EFL teachers, students and other researchers, but also provided some useful and constructive suggestions for future relevant studies.

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