Learner Autonomy and the Use of Language Learning Strategies in a Taiwanese Junior High School

Abstract

English learning autonomy and language learning strategies are key dimensions in learners' English performance. However, empirical research findings concerning the relationships of learner autonomy and learning strategies are still translucent in Taiwan. There are 130 ninth graders from a junior high school in central Taiwan participating to determine: (1) the language learning strategies they preferred; (2) their level of English learning autonomy; and (3) the relationship between English learning autonomy and language learning strategies. The results of the quantitative research method show that participants in this study had a medium level of English learning autonomy and an infrequent use of language learning strategies. Junior high school learners tend to use memory strategies most frequently and affective strategies least frequently. Students seldom participated in English related activities after school. 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 students become autonomous learners in the field of language learning.