EFL LEARNING STRATEGY USE BY JUNIOR HIGH SCHOOL STUDENTS

Abstract

Some students are less successful than the others in learning English and research has found that one factor causing the different success of those students was not only attributed to the fewer use of learning strategies but also the appropriateness of the used strategies. This study investigates the frequency of the LLS used by EFL learners in a junior high school. Thirty participants took a translated 50-item Oxford’s strategy inventory for language learning (SILL) with two open-ended questions. Means of descriptive statistics quantified the quantitative data of the SILL and the qualitative results from the open-ended questions were translated, summarized, and analyzed. It was found that the participants, especially the more proficient users of English, used metacognitive strategies more frequent. Also, mamory strategies were the least strategies used by the participants. Thus, teachers can use the SILL to identify their students’ learning strategies in order to help them to increase their English proficiency.