Use of Learning Strategies by EFL Learners: A Study of How It Relates to Language Proficiency and Learner Autonomy

Abstract

This study aims to explore the association between the field of study,gender, language proficiency, and the use of learning strategies in anEFL educational setting. It further intends to gain more insight intothe link between learner autonomy and strategy use. The sample includeduniversity freshmen who were ability-grouped into three different levelsfor English classes. The findings indicated that the effects of major,gender, and proficiency on overall strategy use were all significant. Asstrategy use had a moderate level of association with both listening andreading proficiencies, it was found to have a high level of correlationwith learner autonomy. The strategies identified to have the strongestcorrelations with autonomy in language learning were those in thecognitive and metacognitive categories. Among the subcomponents oflearner autonomy, strategy use had the highest correlation with learnerdegree of involvement in learning activities. Results of the studyfurther established that EFL student use of learning strategies canserve as a good predictor of learner autonomy.