Incorporating Language Learning Strategies Into Chinese EFL Classes: High School Teacher Perspectives

Research into language learning strategies (LLS) has gone through a shift of its focus from the identification of LLS to the instruction of LLS since its rising in the 1970s. Among a body of research that has supported the contribution of successful strategy training to the improvements of kinds of language skills, it was implied that it is necessary to take into consideration the role of classroom teachers in the strategy instruction activities. However, previous studies have only examined why teachers should or should not use various learning strategies, there are still research gaps in why teachers do or do not use certain learning strategies and how they feel about incorporating strategy instruction when teaching English language. Assuming that teachers' strategy instruction might be closely related to specific individual teacher's characteristics, teaching experiences, strategy awareness and instructional motivation, the present study is intended to explore how Chinese high school EFL teachers' classroom practice of strategy instruction relate to three psychological variables, including awareness of language learning strategies, beliefs in the effectiveness of strategy instruction, and perceived feasibility of strategy instruction, in hope to make contributions to the establishment of effective strategy training procedures for language teachers.On the basis of a review of previous studies, the present study investigated 100 high school EFL teachers in cities of Jining, Zibo and Weifang, Shandong Province, followed by semi-structured interviews of six of them. The present research found that high school EFL teachers were quite aware of both LLS and LLS instruction and did integrate LLS instruction into their regular classroom teaching due to the demands of the New National Curriculum. Teachers had moderate to strong beliefs in the effectiveness of LLS and such beliefs have significant influence over their instructional practice. It was also found that teachers' perception of instructional feasibility of LLS had an effect on their decision-making in incorporating LLS instruction into regular classroom teaching.The present study concluded that high school EFL teachers are quite aware of LLS and be positive in LLS effectiveness, but lack systematic knowledge of LLS and LLS instruction both in theory and methodology. In practice, while metacognitive and cognitive strategies have been emphasized after the implementation of the New National Curriculum, social and affective strategies were still relatively overlooked for one reason or another. Besides, teachers' belief in LLS effectiveness was in positive correlation and generally concord with the practice of LLS instruction, but some other factors like perceived feasibility of LLS instruction may also influence the actual LLS instruction. Some possible difficulties were explored concerning students, teachers and educational environment which may result in the relatively low perception of instructional feasibility. Finally, strategy instruction is a complex issue, encompassing a large variety of factors and dimensions. Effective strategy instruction depends upon teachers' knowledge, belief and methodology, as well as the language context, which affects the effectualness of strategy instruction.The present study suggested that a strategy training matrix encompassing a wide range of factors and dimensions should be built, in order to ensure a coherent and systematical strategy instruction. As for the guiding theory and curriculum dimensions, strategy instruction should be provided for students as an essential element in the language curriculum. As for the dimension of teacher training and development, teachers' knowledge, belief and methodology should be reinforced and improved in order to make LLS instruction a reality. Teachers need to be trained as facilitators and strategy trainers who are convinced of the value of all the learning strategies and well prepared in knowledge and methodology to incorporate strategy instruction into their teaching practices.