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The Impact of Language Learning Strategies in Blended Learning and Student’s Perspectives

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초록

This study aims to explore the impact of language learning strategy instruction in blended learning andinvestigate how students use language learning strategies in blended learning context and their perspectives. The participants for the mixed study consisted of 108 freshmen university students in Korea, and the studywas conducted for 15 weeks. The quantitative data included the results of pre-test and post-test, aquestionnaire on perspectives on blended learning and a questionnaire of Strategy Inventory of LanguageLearning. The data for the qualitative research included the students’ weekly learning journals andsemi-structured interviews. The results are as follows: 1) language learning strategy instruction in blendedlearning was found to be effective for increasing students’ language proficiency; 2) the students perceivedblended learning and online activities to be interesting, satisfying, and useful, and offline activities to beinteresting and useful but less satisfying; and 3) the students used compensation strategies the mostfollowed by metacognitive, cognitive, social, affective and memory, in respective order, and the two leastused strategies were found in affective strategies category. Based on the results of the study, discussion,implications, and suggestions for further study are provided.

Abstract

This study aims to explore the impact of language learning strategy instruction in blended learning andinvestigate how students use language learning strategies in blended learning context and their perspectives. The participants for the mixed study consisted of 108 freshmen university students in Korea, and the studywas conducted for 15 weeks. The quantitative data included the results of pre-test and post-test, aquestionnaire on perspectives on blended learning and a questionnaire of Strategy Inventory of LanguageLearning. The data for the qualitative research included the students’ weekly learning journals andsemi-structured interviews. The results are as follows: 1) language learning strategy instruction in blendedlearning was found to be effective for increasing students’ language proficiency; 2) the students perceivedblended learning and online activities to be interesting, satisfying, and useful, and offline activities to beinteresting and useful but less satisfying; and 3) the students used compensation strategies the mostfollowed by metacognitive, cognitive, social, affective and memory, in respective order, and the two leastused strategies were found in affective strategies category. Based on the results of the study, discussion,implications, and suggestions for further study are provided.

참고문헌 (30)

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