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The Relationship Between Language Learning Strategies, Language Proficiency, and Learner Autonomy in Blended Learning

조미원|Wang, Jiayu
한국영어영문학회 (The English Language and Literature Association of Korea)|2023.05|영어영문학 (The Journal of English Language and Literature)|제28권 제2호|pp. 171-193

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키워드

학습자 자율성언어 능력language learningblended learning학습 전략language proficiencylearning strategies언어 학습learner autonomy블렌디드러닝
주제분류영어와문학

초록

This study examines the language learning strategies employed by Chinese university students in blended learning. It explores the relationship between the use of language learning strategies, language proficiency, and learner autonomy. The final dataset included 543 respondents. The findings of the questionnaire were analyzed using SPSS 23.0 and NVivo 12.0. The findings suggest that Chinese university students utilize learning strategies at a moderate frequency, with memory strategies being the most frequently used. The students with different target language proficiency showed different frequencies of using language learning strategies. The cognitive, meta-cognitive, compensation and affective learning strategies were more predictive of English proficiency in blended learning. Further, more positive correlations were observed between students' language strategies and learner autonomy, with cognitive strategies showing the strongest correlations. This study is significant in that it found the need for teachers to encourage learners to use cognitive strategies more frequently, particularly in blended learning environments, to promote the academic achievement and learner autonomy of English language learners.

Abstract

This study examines the language learning strategies employed by Chinese university students in blended learning. It explores the relationship between the use of language learning strategies, language proficiency, and learner autonomy. The final dataset included 543 respondents. The findings of the questionnaire were analyzed using SPSS 23.0 and NVivo 12.0. The findings suggest that Chinese university students utilize learning strategies at a moderate frequency, with memory strategies being the most frequently used. The students with different target language proficiency showed different frequencies of using language learning strategies. The cognitive, meta-cognitive, compensation and affective learning strategies were more predictive of English proficiency in blended learning. Further, more positive correlations were observed between students' language strategies and learner autonomy, with cognitive strategies showing the strongest correlations. This study is significant in that it found the need for teachers to encourage learners to use cognitive strategies more frequently, particularly in blended learning environments, to promote the academic achievement and learner autonomy of English language learners.

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