Language Learning Strategies for Junior College Students in Taiwan: Investigating Ethnicity and Proficiency
Title
Language Learning Strategies for Junior College Students in Taiwan: Investigating Ethnicity and Proficiency
Language Learning Strategies for Junior College Students in Taiwan: Investigating Ethnicity and Proficiency
Keywords: language learning strategy, ethnicity, language proficiency, junior college students
Authors
Ming-Nuan Yang
Chang Gung Institute of Technology, Taiwan
Ming-Nuan Yang
Chang Gung Institute of Technology, Taiwan
Bio Data
Ming-Nuan Yang is doing her doctoral research at the Graduate School of English, National Cheng-chi University, Taiwan. She is also teaching English at Chang Gung Institute of Technology, Taipei, Taiwan. Her research interests are: foreign language teaching, language learning strategies, and English for specific purposes.
Abstract
The present study aimed to investigate the effects of ethnicity and language proficiency on the use of language learning strategies by junior college students. Specifically, the study aimed to find out whether the frequency of strategy use across aboriginal and non-aboriginal junior college students and across high, intermediate and low English proficiency groups varies significantly. To identify the learning strategies that different ethnic and proficiency groups use, the Strategy Inventory for Language Learning (SILL) was administrated to 451 junior college students. It was found that ethnicity did play a significant role in the selection of language learning strategies. Language proficiency influenced learners use of language learning strategies. More proficient students reported using strategies more often than less proficient students. In addition, the most and least favored strategies of various ethnic and proficiency groups were identified. Understanding students strategy use may enable EFL teachers to incorporate language learning strategy training in English lessons at junior college levels and ultimately improve students English language skills.
The present study aimed to investigate the effects of ethnicity and language proficiency on the use of language learning strategies by junior college students. Specifically, the study aimed to find out whether the frequency of strategy use across aboriginal and non-aboriginal junior college students and across high, intermediate and low English proficiency groups varies significantly. To identify the learning strategies that different ethnic and proficiency groups use, the Strategy Inventory for Language Learning (SILL) was administrated to 451 junior college students. It was found that ethnicity did play a significant role in the selection of language learning strategies. Language proficiency influenced learners use of language learning strategies. More proficient students reported using strategies more often than less proficient students. In addition, the most and least favored strategies of various ethnic and proficiency groups were identified. Understanding students strategy use may enable EFL teachers to incorporate language learning strategy training in English lessons at junior college levels and ultimately improve students English language skills.
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See pages 35-57
[/private]Category: Main Editions, Volume 9 Issue 1
