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.
Hao Yuan Cheng, Tzu Chi College of Technology, Taiwan
Nai-Ying Chang, Hsiu-Ping University of Science and Technology, Taiwan
This paper is part of the ACE2013 Conference Proceedings (View)
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