A Study Of EFL Learner Strategies In E-learning Mode In China

Language learning strategies has always been a research focus in the realm of second language acquisition and applied linguistics. EFL learner strategies in traditional classroom settings have been widely investigated. As we may observe, however, Electronic technologies like Information and Communication Technology (ICT), and Computer Assisted Instruction (CAI), are transforming the way people learn a foreign language in modern society. Accordingly, the significance of research into EFL learner strategies in such newly appeared e-Learning mode becomes more and more obvious. In view of the necessity and importance of investigations on EFL learner strategies in e-Learning mode, an empirical study is conducted to add to the understanding of EFL learner strategies in technology-facilitated settings.This study has addressed two main questions, namely, what respectively characterize the strategy use of the Chinese EFL learners in the e-learning mode before and after the instruction of language learning strategy, and what changes strategy training may bring about on Chinese EFL learners'e-learning. Specifically, it has investigated the differences of learning strategies between EFL learners from different English proficiency levels and the distinctions of EFL learners'e-learning achievements with or without strategies training. Based on this, it puts forward the approaches to the improvement of learning strategies of EFL learners in e-learning mode.For question one, a survey-based study is conducted, in which both questionnaire and interview are used as the data collection methods to elicit Chinese EFL learners'e-learning strategies. The questionnaire used in this study is adapted from Oxford (1990). Meanwhile, it takes into consideration of the features of EFL e-learning mode in China. Reliability statistics shows the Cronbach's alpha of the modified language learning strategy questionnaire is 0.862, which indicates a satisfactory questionnaire internal consistency.For the second research question, a quasi-experimental study with a pretest and posttest non-equivalent group design is used to test the effect of learning strategy training on EFL learner's e-learning outcome. The subjects involved in the study are 106 first-year college students from two intact classes. One class is used as the experimental group and the other is the control group. All subjects in the experimental group were instructed the e-learning strategies. Lower-scoring subjects and high-achieving ones were classified to specify the different effects of e-learning strategy training on diverse EFL learners of proficiency levels. Alternative hypothesis in this study, therefore, is: there is systematic difference in the learning outcomes between the experimental group treated with e-learning strategy training and the control group without e-learning strategy training. The empirical study has lasted for 17 weeks.Based on the survey data, the pattern of strategy choices of the EFL e-learners before strategy training is characterized by a low frequency and a limited diversity of using learning strategies. Overall, subjects in the experimental group have demonstrated an unsatisfactory strategy competence. In their autonomous EFL e-learning, these learners only occasionally employ the six groups of learning strategies identified by Oxford (1990) despite their strong wish to know more about effective e-learning. Both high score and low score groups exhibit a lack of direct strategies like cognitive and memory strategies. Low score group's strategy use are even more problematic. They usually do not resort to learning strategies to tackle difficulties in e-learning mode.The pattern of strategy choice by EFL learners in the e-learning mode after strategy training is identified as using learning strategies with higher frequency and greater variety. Both low score group and high score group subjects have shifted to learners who use strategies to a high extent. With their enhanced strategies, especially, the metacognitive and compensation strategies, they become more strategic EFL e-learners and achieve great progress in e-learning attainments. Study results show that strategy training, overall, has a positive effect on optimizing these lower grade undergraduates'e-learning strategies.Results of the quasi-experimental study support Alternative Hypothesis, namely, significant distinctions has been identified between the experimental and the control groups in terms of their e-learning attainments. With timely and explicit learning strategy training, the experimental groups prove to make more progress in EFL e-learning. Hence, this empirical study points to the importance and necessity of paying sufficient attention to EFL e-learners' learning strategies, indicating great significance and positive effects of learning strategy instruction to the EFL learners based on their actual learning behavior in e-learning mode in China.