Abstract
This study employed the Strategy Inventory for Language Learning (SILL), version 7.0 (ESL/EFL) developed by Oxford (1990) to examine differences in language-learning strategy use. It focused on how learner factors such as gender, age, nationality, and proficiency level influence the choice of language-learning strategies. The participants were 75 international students at Ohio University. The results showed that participants used social and metacognitive strategies at a high frequency level; meanwhile, affective and memory strategies were selected the least. Statistic significance was found in the choice of several strategies across the factors examined. Pedagogical implications were also discussed.
Recommended Citation
Nguyen, Ngan and Godwyll, Francis
(2010)
"Factors Influencing Language-Learning Strategy Use of English Learners in an ESL Context,"
Mid-Western Educational Researcher: Vol. 23:
Iss.
4, Article 3.
Available at:
https://scholarworks.bgsu.edu/mwer/vol23/iss4/3
