Language learning strategies of Taiwanese college level EFL/ESL students

The problem. A number of studies have been conducted regarding English learners' use of language learning strategies within an ESL or EFL environment. However, few have looked at the differences between language learning strategies used in an English as a Foreign Language (EFL) setting versus English as a Second Language (ESL) setting by learners who have the same language background (Riley & Harsch, 1999). This study explored Taiwanese college level students in EFL and ESL settings on: (1) their use of language learning strategies, (2) their perception of language learning strategies as useful, and (3) their opinions on language learning related issues.;Method. This study adopted the Strategy Inventory for Language Learning (SILL) by Oxford (1990) as a quantitative research method to gather the statistical data. Semi-structured interviews were used as a qualitative research method to collect descriptive data regarding the views of Taiwanese college level students on language learning related issues. A total of 104 students participated in the survey and 12 students contributed to the interviews.;Results. Among the six categories of learning strategies from the SILL, only Social Strategies were significantly more frequently used by the ESL. participants than by the EFL participants. The reported use of the other live learning strategy categories in the SILL did not show any significant difference between EFL and ESL participants, and included Memory Strategies, Cognitive Strategies, Compensation Strategies, Metacognitive Strategies, and Affective Strategies.;The participants' perceptions regarding the usefulness of the strategy items also showed a similar pattern. Only Social Strategies were considered to be significantly more useful by the ESL participants than by the EFL participants. The other five learning strategy categories in the SILL did not show any significant difference on the perceived usefulness between the EFL and ESL participants.;The 12 interviewees showed a low to medium enjoyment of learning English in Taiwan. Furthermore, six of those who had experienced learning English both in Taiwan and the U.S. all gained greater appreciation for learning English in an ESL environment after experiencing both. The American teaching approach also influenced their increased practice of the English language.