An investigation of English language learning strategies of grade 5--6 students in Taipei, Taiwan (China)

This study investigated the English language-learning strategies used by grades 5 and grade 6 students and the background variables affecting the use of language-learning strategies in selected schools in Taipei, Taiwan. A total of 932 grade 5 and grade 6 students in elementary schools in Taipei, Taiwan participated in this study. Two sets of questionnaires were used, the background information questionnaire and the Language Learning Strategy Inventory (LLSI). The self-reported questionnaire (LLSI) was modified by the researcher from the Strategy Inventory for Language Learning (Oxford, 1990). The findings of this study were as follows: (1) students reported using six dimensions of language-learning strategies, all in medium-use levels: cognitive strategies, social strategies, association strategies, compensation strategies, assistance strategies, and constructive learning strategies; (2) gender differences were found in the use of language-learning strategies, except in compensation strategies and constructive learning strategies. Females reported use of language learning strategies more frequently than males; (3) no significant differences were found between grade 5 and grade 6 students in the use of language learning strategies, except in assistance strategies; (4) English learning experience was found most significantly related to the use of language-learning strategies, according to the following variables: years of studying English, years of studying English outside of school, years of living in English-speaking countries, experience of studying English in English-speaking countries, experience of traveling abroad, level of parental support, and general level of enjoyment in learning English; (5) significant differences were found between students' self-rating English proficiency level and the use of language-learning strategies; (6) students' self-perception of the EFL teacher's teaching method and curriculum was found to be significantly related to the use of language-learning strategies. A better understanding of the use of language learning strategies and the background factors affecting the use of language learning strategies of the grade 5–6 students in Taipei, Taiwan, as well as practical pedagogical implications and recommendations for EFL instruction in elementary schools in Taiwan, has been achieved.