Language Learning Strategies from the Perspective of Learning Context

Abstract

Learning context, as an important influence on language learning strategy (LLS), has received more attention in recent years. For the purpose of better strategy choices in different learning contexts and language achievements, this study investigated LLS from the perspective of learning context. Participants were 44 doctoral students recruited in ESL learning context (the US) and EFL learning context (China). Data were gathered through a mixed-methods research design with the use of the Language Strategy Use Inventory (LSUI). The results showed that the participants in both learning contexts reported to use similar LLSs in terms of listening, speaking, reading and writing. However, some strategies were used significantly more often in one learning context than the other (e.g., Imitate the way native speakers talk was used more often in ESL context; Switch back to my own language momentarily if I know that the person I’m talking to can understand what is being said is used more often in EFL context). The results also showed that a diversity of additional LLSs were differently used in each learning context. The findings revealed that learning contexts have influence on strategy choice. Furthermore, insights for future LLS research in contexts were offered.