Abstract
Most EFL learners adopt grammar-translation and memory link methods during their learning process in vocabulary and grammatical concept. However, research has shown metacognitive learning strategies are the key to facilitate life-long independent learning. Furthermore, the metacognitive strategy reflects the leaners' self-awareness, self-monitoring and problem-solving abilities. This study attempted to investigate whether the learners' language learning strategies have effects on the learning achievement. This research explored the learner's learning strategies through the application of Strategy Inventory for Language Learning Strategies (ILLS) and this study was aimed to analyze the relationship between successful learners and their application of metacognitive learning strategies. The methodology of this study used the data of the participants' pretest and posttest to analyze their achievement with the result of the participants' questionnaires of metacognitive learning strategy. The findings of this study could be used for informing language educators' and practitioners' instruction.
Author Information
Hao Yuan Cheng, Tzu Chi College of Technology, Taiwan
Nai-Ying Chang, Hsiu-Ping University of Science and Technology, Taiwan
Paper Information
Conference: ACE2013
Stream: Education
This paper is part of the ACE2013 Conference Proceedings (View)
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To cite this article:
Cheng H., & Chang N. (2014) The Effects of Language Learning Strategies on the Students’ English Learning Achievement ISSN: 2186-5892 – The Asian Conference on Education 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-5892.20130811
To link to this article: https://doi.org/10.22492/2186-5892.20130811
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