Variables affecting the use of grammar learning strategies by EFL university students
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This research explores to what extent EFL learners’ use of grammar learning strategies is affected by three variables: grammar proficiency, gender, and the amount of time devoted to English study. Data were collected from 126 Korean and international university students via the grammar learning strategy inventory. Results showed that the use of grammar learning strategies varied depending on grammar proficiency. Specifically, the high-level learners surpassed their low-level counterparts not only in the use of overall categories (metacognitive, cognitive, affective, and social strategies) but also in the use of four specific types of cognitive strategies involving communication tasks, explicit and implicit knowledge of grammar, and corrective feedback. Gender differences were evident in the use of overall strategy categories: Metacognitive, cognitive, and affective categories were employed more frequently by the female students than by the males. However, with regard to specific types of cognitive strategies, the two gender groups differed only in the use of explicit grammar learning strategies. Also worthy of note was the finding that a greater amount of English study hours did not guarantee a greater use of grammar learning strategies. On the basis of the results, the study provides suggestions for the development of grammatical competence and strategic competence.
Abstract
This research explores to what extent EFL learners’ use of grammar learning strategies is affected by three variables: grammar proficiency, gender, and the amount of time devoted to English study. Data were collected from 126 Korean and international university students via the grammar learning strategy inventory. Results showed that the use of grammar learning strategies varied depending on grammar proficiency. Specifically, the high-level learners surpassed their low-level counterparts not only in the use of overall categories (metacognitive, cognitive, affective, and social strategies) but also in the use of four specific types of cognitive strategies involving communication tasks, explicit and implicit knowledge of grammar, and corrective feedback. Gender differences were evident in the use of overall strategy categories: Metacognitive, cognitive, and affective categories were employed more frequently by the female students than by the males. However, with regard to specific types of cognitive strategies, the two gender groups differed only in the use of explicit grammar learning strategies. Also worthy of note was the finding that a greater amount of English study hours did not guarantee a greater use of grammar learning strategies. On the basis of the results, the study provides suggestions for the development of grammatical competence and strategic competence.
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