Participants include 436 students enrolled in English classes in a private five-year junior college in Southern Taiwan, including 64 males (14.68%) and 372 females (85.32%). The results are measured with an individual demographic background inventory, the Strategy Inventory for Language Learning (SILL, Oxford, 1989), and the General English Proficiency Test (Elementary Level, CEFR A2). All useful data received from the returned questionnaires are analyzed by using descriptive and inferential statistics with SPSS 15, including item means and standard deviations, t test, and regression analysis. The results revealed that the language learning strategy students used most is compensation and memory strategies. In addition, the results represented that cognitive and compensation strategies are positive correlative with students’ English performance.
|Keywords:||Language Learning Strategy Use, English Achievement|
Assistant professor, General Education Center, Kaohsiung, Taiwan