The Relationship Between Language Learning Strategies and Learning Autonomy Among Junior High School Students

• Main Authors: Hung- Hsi Pan, 潘虹熹
• Other Authors: Hsiang-I Chen
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/52668850169701162353

碩士 === 銘傳大學 === 應用英語學系碩士在職專班 === 102 === English learning autonomy and language learning strategies are key dimensions in learners’ English performance (Chang, 2005 ; Yin, 2008 ; Zhang, 2004). Ninth grade junior high school learners from Changhua County in Taiwan were studied to determine: (1) the language learning strategies they preferred; (2) their level of English learning autonomy; (3) the effect of gender on their English learning autonomy and their use of language learning strategies; (4) the effect of study time outside school on their English learning autonomy and their language learning strategies use; and (5) the relationship between English learning autonomy and language learning strategies. The results of the quantitative research method show that students in this study have a medium level of English learning autonomy and an infrequent use of language learning strategies. Females have significantly higher English learning autonomy and use more language learning strategies than male counterparts. Significant differences were also found among learners with different amounts of study time in cram schools. In brief, students reflected higher level in English learning autonomy and the use of language learning strategy by attending English supplementary classes in longer time. Junior high school learners tend to use memory strategies most frequently and affective strategies least frequently. In addition, a correlation was found between learners’ learning autonomy levels and the use of language learning strategies. Practical suggestions are offered for teachers in order to help junior high learners become autonomous learners in the field of language learning.